IMPACT OF TERRORISM ON THE LEARNING BEHAVIOR

OF SECONDARY SCHOOL STUDENTS IN

KHYBER PAKHTUNKHWA

By

Mohammad Bilal

093-NUN-0464

Submitted in partial fulfillment of the requirements of the degree of

Doctor of Philosophy.

In

Education

FACULTY OF ARTS AND SOCIAL SCIENCES

NORTHERN, UNIVERSITY, NOWSHERA (PAKISTAN)

2013

i
IMPACT OF TERRORISM ON THE LEARNING BEHAVIOR

OF SECONDARY SCHOOL STUDENTS IN

KHYBER PAKHTUNKHWA

By

Mohammad Bilal

093-NUN-0464

FACULTY OF ARTS AND SOCIAL SCIENCES

NORTHERN, UNIVERSITY, NOWSHERA (PAKISTAN)

2013

ii
 DECLARATION

I hereby declare that the material presented in my thesis, titled, Impact of terrorism
on the leaning behavior of secondary school students in Khyber Pakhtunkhwa completed
under the supervision of Prof. Dr. R. A. Farooq, is my own work and nothing is plagiarized.

____________________________
Mohammad Bilal

CERTIFICATION

I certify that that the contents and format of the thesis submitted by Mohammad Bilal
have been found satisfactory and the work is original to the best of my knowledge. I
recommend it to be processed for evaluation by External Examiners for the award of the
degree.

_____________________
Prof. Dr. R. A. Farooq

iii
 APPROVAL SHEET

It is certified that the contents and format of the thesis, titled, Impact of terrorism on
the leaning behavior of secondary school students in Khyber Pakhtunkhwa, submitted by
Mohammad Bilal have been found satisfactory for the requirements of the degree, hence,
approved for the award of Ph. D. degree in Education.

Supervisor: ____________________________
Prof. Dr. R. A. Farooq

Member: ______________________________
Dr. Rabia Tabassum

Member: ______________________________
Dr .Zill-E-Huma

Date: _________

Dean Director

Faculty of Arts and Social Sciences Board of Advanced Studies and Research

iv
 DEDICATION

Dedicated to my family, two daughters

Hajira, Hira and son Muhammad Abdullah

and
all terrorism affectees of
Pakistan

v
 TABLE OF CONTENTS

Acknowledgements xxi

Abstract xxii

Chapter 1: INTRODUCTION

1.1 STATEMENT OF THE PROBLEM 5

1.2 OBJECTIVES OF THE STUDY 5

1.3 HYPOTHESIS 6

1.4 SIGNIFICANCE OF THE STUDY 6

1.5 DELIMITATION OF THE STUDY 7

1.6 METHOD AND PROCEDURE 7

1.6.1 Population 7

1.6.2 Sample 7

1.6.3 Research Instrument 8

1.6.4 Data Collection 8

1.6.5 Analysis of Data 8

Chapter 2: REVIEW OF RELATED LITERATURE 9

2.1 Terrorism 9

2.2 Types of terrorism 10

2.3 History of terrorism 11

2.4 History of terrorism in Pakistan 13

2.5 Causes of terrorism in Pakistan 14

2.6 Suicide Bombing 22

2.7 Criteria for preparing suicide bombers 23

2.8 Mission of External forces presence in Afghanistan 25

2.9 Role of Pakistan in the situation 25

2.10 Impact of terrorism on Pakistan 27

vi
 2.11 Schools destroyed by terrorists in FATA and K.P.K 28

2.12 Terrorism situation in Pakistan 29

2.13 Al Qaedas leaders arrested in Pakistan 31

2.14 World community blamed Pakistan for aiding and

sponsoring extremism. 32

2.15 Impact of terrorism on learning 32

2.16 Impact of terrorism on behavior 36

2.17 Linkage of motivation with terrorism 38

Chapter 3: METHOD AND PROCEDURE 41

3.1 Population 41

3.2 Sample 41

3.3 Research Instrument. 42

3.3.1 Pilot Testing 43

3.3.2 Validity 43

3.3.3 Reliability 43

3.4 Data Collection 43

3.5 Analysis of Data 44

Chapter 4: ANALYSIS AND INTERPRETATION OF DATA 47

Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 163

5.1 SUMMARY 163

5.2 CONCLUSIONS 164

5.3 RECOMMENDATIONS 168

BIBLIOGRAPHY 171

vii
ANNEXURES

A. Covering letter 176

B. List of Schools 177

C. Questionnaire (English) 183

D. Questionnaire (Urdu) 190

E. Chi square -test 196

viii
 LIST OF TABLES

Title Pages

1. Annual Fatalities in Terrorist Violence in Pakistan, 2003-2011 30

2. Terrorism causes fear among the students. 47

3. Students are victims of terrorism. 49

4. Students feel insecure in school. 50

5. School administration has made enough precautionary steps to handle situation 51

created through terrorism.

6. Precautionary measures create fear among students 52

7. News about terrorism through media cause fear among students. 53

8. News about kidnapping of doctors, scholars, security officials cause fear. 54

9. Teachers discuss terrorism in the classroom. 55

10. Teachers prepare the students to face the situation created due to terrorism. 56

11. Strikes due terrorism disturb the daily school routine, such as delay in reaching 57
school.

12. Fear is created to hear sirens of police vans or ambulance. 58

13. News of school blasting cause fear. 59

14. School got threat from the terrorists. 60

15. Drone attacks cause fear. 61

16. Media is creating awareness in the citizen about the terrorists and their agenda. 62

17. While hearing the entrance of suicide bomber in the city students feel fear. 63

18. Bomb explosion during school timing cause fear among students and parents. 64

19. Mobile phone provides an opportunity to contact our parents at home during 65
terrorism.

20. All of sudden closing school and blockage of roads due to threat put students in 66
danger and causing fear.

21. School seems to be a jail due to security measures taken by school authority. 67

22. Students feel insecure in reaching school. 68

ix
23. Parents pray for children and remain worried till they come back to home from 69
school.

24. Intension among students to join security forces is low due to terrorism. 70

25. Parents while along their children watching breaking news about bomb blast or 71
other terrorists activities change TV channel.

26. Due to fear parents avoid to take their children to parks for recreation. 72

27. Parents forbade their children to perform Juma prayers at mosque and to attend 73
funerals.

28. Due to fear most parents take and bring their children themselves. 74

29. Academic result of the students is affected due to terrorism. 75

30. Students loose marks due to terrorism. 76

31. Terrorism affects the learning process of the students. 77

32. Courses remain incomplete due to terrorism. 78

33. Precious time of students is wasted in school destroyed due to blasts. 79

34. Paper marking is not up to date in the terrorism affected areas. 80

35. Feared students are motivated towards the learning. 81

36. Terrorist mostly motivates students as suicide bombers. 82

37. Terrorism news on media motivates students toward aggression. 83

38. Teachers motivate the students against terrorism. 84

39. Performance of the students is affected due to insecure environment of the 85

students.

40. Religious scholars are performing their role to overcome terrorism. 86

41. Religious extremists are preparing the teen agers towards terrorism. 87

42. Terrorism affects the attendance of the students. 88

43. Shortage of attendance is a problem in the blasted school. 89

44. Teachers remain absent from their duties in the insecure schools. 90

45. Students remain absent from school on the day when bomb blast occurred. 91

46. Terrorism increased the dropout rate of the students. 92

x
47. Terrorism causes misbehavior in the students. 93

48. Terrorism makes students aggressive. 94

49. Terrorism makes students coward. 95

50. Terrorism makes students dishearten. 96

51. Terrorism makes students criminals. 97

52. Terrorism causes indiscipline in the students. 98

53. Terrorism makes students more intolerant. 99

54. Terrorism makes students more caring about their country and nation. 100

55. Terrorism makes students sensitive 101

56. Terrorism affects the relation of the students with their class fellows. 102

57. Terrorism affected the attitude of students towards classmates. 103

58. Students started sharing worries among themselves. 104

59. Co curricular activities are affected by terrorism. 105

60. Teachers Parents meeting are discouraged due to terrorism. 106

61. Parents for bade their children to participate in co curricular activities. 107

62. Sport tournaments and meena bazar are suspended due to terrorism. 108

63. Students remain absent on sports day. 109

64. Co curricular activities are held in much restricted way. 110

65. Students feel insecure to participate in these activities. 111

66. Poverty is the main cause of terrorism. 112

67. Terrorism is caused by unemployment in the society. 113

68. Religion extremism is the basic cause of terrorism. 114

69. False interpretation of the Islamic ideas is the root cause of terrorism. 115

70. Lack of basic human rights in the area is the cause of terrorism. 116

71. Foreign interference of intelligence Agencies is the root cause of terrorism. 117

72. Presence of tribal belt in the country is the basic cause of the terrorism. 118

xi
73. Pak Afghan border is the main cause of terrorism. 119

74. Post afghan Russia war groups are flourishing the terrorist activities. 120

75. Pakistani agencies are the main cause of terrorism. 121

76. Hypocratic role of United Nation is the main role of terrorism. 122

77. NGOs funded by Islamic countries are promoting militancy in the area. 123

78. Groups are promoting terrorist culture to influence Governments to take desired 124
advantages.

79. Government is promoting terrorist groups to get millions of foreign aid. 125

80. Taliban are promoting terrorism. 126

81. Curriculum taught in the religious madrasas is promoting terrorism. 127

82. Intolerance towards other religions is the basic cause of terrorism. 128

83. Brutal activities against the Muslims all over the world are causing terrorism to 129
take revenge from the ally forces.

84. Increasing influence of America in the area is promoting terrorism 130

85. Tribal area remained the battle field for Great War in the history is one of the 131
main causes of terrorism.

86. Tribal hospitality (customs) is favoring the terrorist groups 132

87. Security situation in the country is not handling terrorist activities properly. 133

88. Lack of modern technologies is the main cause of terrorism. 134

89. Drone attacks are promoting terrorism in the areas. 135

90. Social injustice is the main cause of terrorism. 136

91. Pakistani foreign policy and agencies activities in neighboring countries are 137
promoting terrorism.

92. Common Perception that Pakistani forces are allied forces of America is causing 138
terrorism.

93. Hatred against America is one of the causes of terrorism. 139

94. Afghan people are mostly involved in the terrorist activities. 140

95. Deeni madaras are the safe spots of terrorists. 141

xii
96. Promotion of Jihad Culture in the Marshal Law regime is root cause of terrorism. 142

97. Military operation in the tribal belt is main cause of increasing terrorist activities. 143

98. Alqaida is basic root cause of terrorism. 144

99. America is main terrorist promoting country. 145

100. Lack of political will is encouraging terrorists to flourish. 146

101. Some Islamic countries are funding terrorist groups. 147

102. Perception that suicide bombing is the shortcut to Heaven is one of the main 148
causes of terrorism.

103. Lack of public awareness against terrorism is causing terrorism. 149

104. People avoid discussion about terrorism due to fear of terrorists. 150

105. Ignorance is the basic cause of terrorism. 151

106. Greed for money is causing terrorism. 152

107. Ethnic groups are promoting terrorism. 153

108. Drug sellers are causing terrorism. 154

109. Kidnappers are terrorists. 155

110. Reaction against Lal masjid incidence increased terrorism. 156

111. Terrorism increased due to 9/11 incidence. 157

xiii
 LIST OF FIGURES

Title Pages

1. Figure showing destroyed schools in Khyber Pakhtunkhwa 29

2. Bar chart showing terrorism causes fear among the students. 48

3. Bar chart showing students are victims of terrorism. 49

4. Bar chart showing students feel insecure in school. 50

5. Bar chart showing school administration has made enough precautionary steps 51
to handle situation created through terrorism.

6. Bar chart showing. precautionary measures create fear among students 52

7. Bar chart showing news about terrorism through media cause fear among 53
students.

8. Bar chart showing news about kidnapping of doctors, scholars, security 54

officials cause fear.

9. Bar chart showing teachers discuss terrorism in the classroom. 55

10. Bar chart showing teachers prepare the students to face the situation created 56
due to terrorism.

11. Bar chart showing strikes due terrorism disturb the daily school routine, such 57
as delay in reaching school.

12. Bar chart showing fear is created to hear sirens of police vans or ambulance. 58

13. Bar chart showing news of school blasting cause fear. 59

14. Bar chart showing school got threat from the terrorists. 60

15. Bar chart showing drone attacks on the citizens cause fear. 61

16. Bar chart showing media is creating awareness in the citizen about the 62
terrorists and their agenda.

17. Bar chart showing while hearing the entrance of suicide bomber in the city 63
students feel fear.

18. Bar chart showing bomb explosion during school timing cause fear among 64
students and parents.

19. Bar chart showing mobile phone provides an opportunity to contact our parents 65
at home during terrorism.

xiv
20. Bar chart showing all of sudden closing school and blockage of roads due to 66
threat put students in danger and causing fear.

21. Bar chart showing school seems to be a jail due to security measures taken by 67
school authority.

22. Bar chart showing students feel insecure in reaching school. 68

23. Bar chart showing parents say prayers for children and remain worried till you 69
come back to home from school.

24. Bar chart showing intension among students to join security forces is low due 70
to terrorism.

25. Bar chart showing parents while along their children watching breaking news 71
about bomb blast or other terrorists activities change TV channel.

26. Bar chart showing due to fear parents avoid to take their children to parks for 72
recreation.

27. Bar chart showing parents forbade their children to perform Juma prayers at 73
mosque and to attend funerals.

28. Bar chart showing due to fear most parents take and bring their children 74
themselves.

29. Bar chart showing academic result of the students is affected due to terrorism. 75

30. Bar chart showing students loose marks due to terrorism. 76

31. Bar chart showing terrorism affects the learning process of the students. 77

32. Bar chart showing courses remain incomplete due to terrorism. 78

33. Bar chart showing precious time of students is wasted in school destroyed due 79
to blasts.

34. Bar chart showing paper marking is not up to date in the terrorism affected 80
areas.

35. Bar chart showing feared students are motivated towards the learning. 81

36. Bar chart showing terrorist mostly motivates students as suicide bombers. 82

37. Bar chart showing terrorism news on media motivates students toward 83
aggression.

38. Bar chart showing teachers motivate the students against terrorism. 84

xv
39. Bar chart showing performance of the students is affected due to insecure 85
environment of the students.

40. Bar chart showing religious scholars are performing their role to overcome 86
terrorism.

41. Bar chart showing religious extremists are preparing the teen agers towards 87
terrorism.

42. Bar chart showing terrorism affects the attendance of the students. 88

43. Bar chart showing shortage of attendance is a problem in the blasted school. 89

44. Bar chart showing teachers remain absent from their duties in the insecure 90
schools.

45. Bar chart showing students remain absent from school on the day when bomb 91
blast occurred.

46. Bar chart showing terrorism increased the dropout rate of the students. 92

47. Bar chart showing terrorism causes misbehavior in the students. 93

48. Bar chart showing terrorism makes students aggressive. 94

49. Bar chart showing terrorism makes students coward. 95

50. Bar chart showing terrorism makes students dishearten. 96

51. Bar chart showing terrorism makes students criminals. 97

52. Bar chart showing terrorism causes indiscipline in the students. 98

53. Bar chart showing terrorism makes students more intolerant. 99

54. Bar chart showing terrorism makes students more caring about their country 100
and nation.

55. Bar chart showing terrorism makes students sensitive 101

56. Bar chart showing terrorism affects the relation of the students with their class 102
fellows.

57. Bar chart showing terrorism affected the attitude of students towards 103
classmates.

58. Bar chart showing students started sharing worries among themselves. 104

59. Bar chart showing co-curricular activities are affected by terrorism. 105

xvi
60. Bar chart showing teachers Parents meeting are discouraged due to terrorism. 106

61. Bar chart showing parents for bade their children to participate in co curricular 107
activities.

62. Bar chart showing sport tournaments and meena bazar are suspended due to 108
terrorism.

63. Bar chart showing students remain absent on sports day. 109

64. Bar chart showing co-curricular activities are held in much restricted way. 110

65. Bar chart showing students feel insecure to participate in these activities. 111

66. Bar chart showing poverty is the main cause of terrorism. 112

67. Bar chart showing terrorism is caused by unemployment in the society. 113

68. Bar chart showing religion extremism is the basic cause of terrorism. 114

69. Bar chart showing false interpretation of the Islamic ideas is the root cause of 115
terrorism.

70. Bar chart showing lack of basic human rights in the area is the cause of 116
terrorism.

71. Bar chart showing foreign interference is the root cause of terrorism. 117

72. Bar chart showing presence of tribal belt in the country is the basic cause of the 118
terrorism.

73. Bar chart showing Pak Afghan border is the main cause of terrorism. 119

74. Bar chart showing post afghan Russia war groups are flourishing the terrorist 120
activities.

75. Bar chart showing Pakistani agencies are the main cause of terrorism. 121

76. Bar chart showing hippocratic role of United Nation is the main role of 122
terrorism.

77. Bar chart showing NGOs funded by Islamic countries are promoting militancy 123
in the area.

78. Bar chart showing groups are promoting terrorist culture to influence 124
Governments to take desired advantages.

79. Bar chart showing Government is promoting terrorist groups to get millions of 125
foreign aid.

xvii
80. Bar chart showing Taliban are promoting terrorism. 126

81. Bar chart showing curriculum taught in the religious madrasas is promoting 127
terrorism.

82. Bar chart showing intolerance towards other religions is the basic cause of 128
terrorism.

83. Bar chart showing brutal activities against the Muslims all over the world are 129
causing terrorism to take revenge from the ally forces.

84. Bar chart showing increasing influence of America in the area is promoting 130
terrorism

85. Bar chart showing tribal area remained the battle field for Great War in the 131
history is one of the main causes of terrorism.

86. Bar chart showing tribal hospitality (customs) is favoring the terrorist groups 132

87. Bar chart showing security situation in the country is not handling terrorist 133
activities properly.

88. Bar chart showing lack of modern technologies is the main cause of terrorism. 134

89. Bar chart showing drone attacks are promoting terrorism in the areas. 135

90. Bar chart showing social injustice is the main cause of terrorism. 136

91. Bar chart showing Pakistani foreign policy and agencies activities in 137
neighboring countries are promoting terrorism.

92. Bar chart showing common Perception that Pakistani forces are allied forces of 138
America is causing terrorism.

93. Bar chart showing hatred against America is one of the causes of terrorism. 139

94. Bar chart showing Afghan people are mostly involved in the terrorist activities. 140

95. Bar chart showing Deeni Madaras are the safe spots of terrorists. 141

96. Bar chart showing promotion of Jihad Culture in the Marshal Law regime is 142
root cause of terrorism.

97. Bar chart showing military operation in the tribal belt is main cause of 143
increasing terrorist activities.

98. Bar chart showing Alqaida is basic root cause of terrorism. 144

99. Bar chart showing America is main terrorist promoting country. 145

xviii
100. Bar chart showing lack of political will is encouraging terrorists to flourish. 146

101. Bar chart showing some Islamic countries are funding terrorist groups. 147

102. Bar chart showing perception that suicide bombing is the shortcut to Heaven is 148
one of the main causes of terrorism.

103. Bar chart showing lack of public awareness against terrorism is causing 149
terrorism.

104. Bar chart showing people avoid discussion about terrorism due to fear of 150
terrorists.

105. Bar chart showing ignorance is the basic cause of terrorism. 151

106. Bar chart showing greed for money is causing terrorism. 152

107. Bar chart showing ethnic groups are promoting terrorism. 153

108. Bar chart showing drug sellers are causing terrorism. 154

109. Bar chart showing kidnappers are terrorists. 155

110. Bar chart showing reaction against Lal masjid incidence increased terrorism. 156

111. Bar chart showing terrorism increased due to 9/11 incidence. 157

xix
 LIST OF ABBRIVIATIONS

1. UN: United Nations

2. BC: Before Christ

3. AD: After Departure

4 KPK: Khyber Pakhtunkhwa

5 FATA: Federally Administered Tribal Area

6 US: United States

7 NATO: North Atlantic Treaty Organization

8 TTP: Tehreek Taliban Pakistan

9 SATP: South Asia Terrorism Portal

10 CIA: Central Intelligence Agency

11 IQ: Intelligence Quotient

12 A: Agreed

13 SA: Strongly Agreed

14 UD: Undecided

15 DA: Disagreed

16 SDA: Strongly Disagreed

17 GHSS: Government Higher Secondary School

18 GHS: Government High School

19 NGO: Non Governmental Organization

20 HEC: Higher Education Commission

21 Ph.D: Doctor of Philosophy

22 UNHCR: United Nation Higher commission for Refugees

xx
 ACKNOWLEDGEMENTS
The researcher has no words to express his deepest sense of gratitude to

Almighty Allah, who enabled him to complete this thesis and to contribute to the

noble field of knowledge. Many thanks are due to many people who guided and

encouraged me in the pursuit and production of this study. The researcher is

greatly indebted to his supervisor Prof. Dr. R. A. Farooq whose constant

guidance, constructive criticism and personal interest made this research complete.

The researcher is deeply grateful to him for the useful suggestion timely assistance

and immeasurable contribution. His positive approach provided the researcher

incentives to overcome the obstacles and hurdles.

A special note of appreciation and thanks to those who cooperated and

responded to all the questionnaires. The study would not have been realized

without their cooperation

The researcher is also thankful for the assistance of Dr Rabia Tabbassam,

Dr Abdul Majeed and Dr Jameel Sawar for their continuous assessment and

guidance.

Special thanks are due to Professor Dr Jehanzeb and Amjad Reba for their

help during the completion of thesis.

The researcher is also thankful to his family members, Mr. Irfanullah and

Mrs. Salma Akhter for their continuous support in completing the research.

May Allah bless all the concerned with health, happiness and peace!

Mohammad Bilal

xxi
 ABSTRACT
Terrorism is the phenomenon in which fearful situation is created by a group

of people who view themselves as maltreated by society. Terrorism affects the

learning abilities and creates the behavior problems among the students.

Secondary school students age suits the terrorists more to inculcate thoughts in

them. Terrorism creates fear, anxiety, depression, and lack of security which

ultimately affects the learning behavior of the students.

The study aimed at identifying the impact of terrorism on the learning

behavior of secondary school students in Khyber Pakhtunkhwa. The study was

significant because Khyber Pakhtunkhwa is worst terrorism affected province. The

objectives of the study were to examine different aspects of terrorism that cause

fear among secondary school students, to find out the impact of terrorism on the

academic results, motivation, attendance, behavior, relationship with class mates

and participation in the co-curricular activities of the secondary school students

and to explore the causes of terrorism. The study tested impact of terrorism on the

learning behavior of secondary school students in Khyber Pakhtunkhwa. Five

hundred and sixty secondary school students, 10 ( five from 9th class and five from

10th class), their parents and 112 class teachers from 56 schools (28 public and 28

private) of seven districts including Peshawar, Kohat, Bannu, Nowshera,

Abbottabad, Malakand and Swat were selected .However due to sensitive nature

of the study the researcher could manage to collect data from 450 students their

parents and 100 class teachers that makes the sample to 1000.In order to collect

the data questionnaire containing 110 questions with 5-point scale was used as

xxii
tool. test was used as statistical instrument to find out the association between

terrorism and different factors affecting learning behavior of secondary school

students.

. It was found agreed by the respondents that terrorism causes fear among

students, affects the learning process, terrorist mostly kidnap the school students

and use them as suicide bomber after brainwashing. Military operations in the

tribal areas and drone attacks created hatred against America and Pakistani

military forces because of the perception to be an allied force which ultimately

increased terrorism in Khyber Pakhtunkhwa. Parents remain worried till returning

of their children from school and dont allow them to take part in any co-curricular

activity. Media is not performing its due positive role. It was concluded from the

study that fear was created among students due to terrorism. Behavior related

problems, shortage of attendance, drop out and intolerance increased. Social

injustice, religious extremism, false interpretation of Islamic ideas, Interference of

foreign intelligence agencies in our country, our weak security network, curriculum in the

most deeni madaras, Post Afghan-Russian war groups, Military operations in the tribal

areas and drone attacks were the main causes of terrorism. The study suggested that

literacy and effective performance of schools, teachers, religious leaders, media,

intelligence agencies, foreign ministry, and curriculum wing can eradicate or

reduce the terrorism.

xxiii
 Chapter 1
INTRODUCTION

Terrorism is any act intended to cause death or serious physical harm to

civilians or non-combatants with the purpose of intimidating a population or

compelling a government or an international organization to do or to abstain from

doing any act. (UN Security Council, 2004)

Terrorism is the phenomenon in which fearful situation is created by a group of

people who view themselves as maltreated by society. Neither academic circles nor

international community has legal consensus regarding the definition of the term

"terrorism". Terror comes from a Latin word which means to frighten Terror is an

act of violence against innocents by a group. These groups have no proper relation

with governments yet they usually have the financial and moral assistance of

sympathetic governments. Simply, terror is extreme fear (Zalman, 2007).

The groups that commit aggression are terrorists and are supported by the

masses. These groups of people fight for amelioration of real or perceived justice.

Terrorists stage sudden attacks on civilian targets including schools, bazaars hotels

and security forces to create fear and confusion among the inhabitants. Acts

performed with the aim of dangerously threatening a population, forcing a rule or

organization to withdraw from performing any act, or seriously weakening or

destroying the political, economic or social structure of a country or an organization.

Lack of education, poverty, disparity, lake of opportunities, aggression from foreign activists,
false beliefs, and inequality constitute cause among the common man for terrorism

(Krueger & Maleckova, 2001).

Learning occurs when permanent change is experienced in ones knowledge or

behavior. It is acquiring new, or modifying and reinforcing existing,

knowledge, behaviors and skills. This can be planned or involuntary, for good or for

bad, correct or incorrect and conscious or unconscious. While in the development

state, cognitive performance and processing is changed. Learning produces changes in

the organism and the changes produced are relatively permanent. It may be goal

oriented and may be aided by motivation. Motivation is one of the essential

conditions of learning. It is an interest. Learning is directly related to our curiosity.

Learning is not compulsory; it is contextual. It does not happen all at once, but builds

upon and is shaped by what we already know. Motivation and fear are often related

in real life. If you feel great fear you are motivated to escape although you may stay

and fight (Woolfolk, 2008).

Behavior is our activities towards the other. It is action or reaction of some one

against any external or internal motivation, response to stimuli is involuntary and

humans are capable of making responses. A stimulus is any phenomenon that directly

controls the activity or growth of a living organism. Behavior is the response to what

is sensed. Like aggression, anxiety, inflated extraction, loss of motor activities could

be responses for any action. Children can be easily troubled and become behaviorally

rash to apparent terrorization. (Renold, 2006)

2
 Learning Behavior emphasizes the crucial link between the way in which

children and young people learn and their social knowledge and behavior. In doing

this the focus is upon establishing positive relationships across three elements of self,

others and curriculum. In order to maximize the potential for learning schools should

proactively facilitate Access, Participation and Engagement in learning through

enabling teaching and supporting pupils to develop relationships with the curriculum,

others and themselves supported by their school, education services, family and

community (Blayney,2012).

Hokinson and Wirth (2000) mentioned that strain refers to sensory experience

rather than cognitive, comprehensive strategies that gradually rebuilt a sense of

protection and control in the shape of fear and uncertainty created according to

situation. If an individual sustained the state of shock and fear, so he finds it hard to

follow communication. It is hard to reach the destination, to remember, to focus

attention, to retain and revise the directions.

According to Brown (2009), in school the debriefing can be organized by the

trained teachers, counselors and those who are directly related to the issue. There

should be different sort of debriefing for the different age level students.

Hunt (2010) asserted that victims of sexual or physical violence have low

understanding or information processing. Learning can alter during or just after tragic

incident and for long periods. Cognitive deficiencies like weakness in problem

solving incapacity in thinking or make good judgment of what happened, low self-

3
worth and depression have all been evidently linked to distressing life events. An

unsound child is the result of disturbed parents who cannot help their children in

shock. Parents also feel much pain when their children become shocked and cannot

handle the situation adequately.

Trauma can shift cognitive behavior at any time especially early infancy. The

right brain is involved in the vital functions that support survival and enable the

organism to cope actively and passively with stress. The right hemisphere makes

analysis of perception that is visible and not like emotions of an individual (Alessi &

Ballard, 2001).

Khyber Pakhtunkhwa is worse terrorism affected area of the country and the

situation is becoming critical day by day. Nobody knows, how long it will continue

and when this phenomenon will end. In these circumstances there is extreme need of

to save the educational system of the area from the ill effects of terrorism to secure

the future of the generation. It is therefore needed to investigate the causes of

terrorism and to find out the remedy to eradicate the after effects of terrorism. The

schools are being destroyed so the students are directly affected from situation. They

are in constant fear and feel insure in their educational environment. The precious

time of the students is wasted and they are facing different psychological problems.

Therefore to motivate students towards learning and to inform them about terrorism

and its effects, a study is needed to investigate terrorism, its causes and impact on the

learning behavior of students.

4
1.1 STATEMENT OF THE PROBLEM

The study was aimed at investigating the impact of terrorism on the learning

behavior of secondary school students in Khyber Pakhtunkhwa.

1.2 OBJECTIVES OF THE STUDY

Objectives of the study were:

1. To examine different aspects of terrorism that cause fear among secondary

school students in Khyber Pakhtunkhwa.

2. To find out impact of terrorism on the academic result of secondary school

students in Khyber Pakhtunkhwa.

3. To explore the impact of terrorism on the motivation of secondary school

students in Khyber Pakhtunkhwa.

4. To become aware of the impact of terrorism on the attendance of secondary

school students in Khyber Pakhtunkhwa.

5. To find out the impact of terrorism on the behavior of secondary school

students towards other students and teachers in Khyber Pakhtunkhwa.

6. To explore the impact of terrorism on the relationship of secondary school

students with their class fellows in Khyber Pakhtunkhwa.

7. To find out the impact of terrorism on the participation in the co-curricular

activities of secondary school students in Khyber Pakhtunkhwa.

8. To investigate the causes of terrorism in Khyber Pakhtunkhwa.

5
1.3 HYPOTHESIS

Terrorism affects the learning behaviour of the secondary school students in

Khyber Pakhtunkhwa.

1.4 SIGNIFICANCE OF THE STUDY

The study is significant because terrorism is the topic that needs to be

extensively analyzed. The study will create awareness among the students, teachers

and parents about the phenomenon of terrorism and its impact. Through the results of

the study the respondents will be benefited as they will know the causes of terrorism

and its effects on their learning abilities. The study will present a clear picture of the

recent situation in the area under study. The results of the research will help teachers

to create different strategies in the reduction of students fear about terrorism. The

recommendations of the study will help the government in utilizing the precious time

of the students properly. The results of the study will help teachers in knowing

students behavior related problems. This study will open new channels towards much

needed area to be discovered. The results of the study will give a new insight to the

researcher. The study will be helpful in making a suitable, secure, tangible and

learning environment for the students. This study helps in knowing the causes of

terrorism and tries to find the remedy in lessening the effects of it. The information of

the study suggested the positive role of the media school and society to reduce the

dropout of the students from the schools. The result of the study affirms the critical

role of religious leaders in controlling violence in the society. The recommendations

6
of the research will help in creation of tolerance towards other castes and religions by

promoting interfaith harmony in the text books.

1.5 DELIMITATION OF THE STUDY

The study was delimited to the public and private high/higher secondary

schools for boys in seven districts of the Khyber Pakhtunkhwa including Peshawar,

Kohat, Bannu, Nowshera, Abbottabad, Malakand and Swat.

1.6 METHOD AND PROCEDURE FOR THE STUDY

Procedure for the study was as following:

1.6.1 POPULATION

All the 634855 students of 9th and 10th Class, their parents and class teachers

of 2545 high/higher secondary schools for boys constituted the population for the

study.

1.6.2 SAMPLE

Five hundred and sixty students, their parents and 112 class teachers of 56

schools (28 public and 28 private) in 7 districts were selected by systematic random

sampling i.e. every 4th district was chosen through the list of 25 district in Khyber

Pakhtunkhwa but due to sensitive nature of the study the sample was reduced to 450

students, their parents and 100 class teachers which made the sample size to 1000

respondents.

7
1.6.3 RESEARCH INSTRUMENT

A questionnaire was used as tool to get responses from the respondents.

Through pilot testing it was felt that the questionnaire was not easy to understand for

most of the respondents. Therefore with the continuous consultation of the supervisor

questionnaire was translated into Urdu as well. The back translation method was used

for translation i.e. first the questionnaire was translated in Urdu and then that Urdu

was again translated in English to check the changes if any.

1.6.4 DATA COLLECTION

The data was collected from primary source (respondents) and secondary

sources (electronic and print media).

1.6.5 ANALYSIS OF DATA

Collected data was analyzed through - test to compare the observed

frequencies with the expected frequencies about terrorism and its impact on

secondary school students.

8
 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 TERRORISM

Terrorism is the phenomenon in which fearful situation is created by a group

of people who view themselves as maltreated by society (Zalman, 2007).

Terrorism has no internationally acknowledged definition. It is the state in

which the physical and mental efforts combine for the creation of fear, anxiety and

insecurity. Terrorism is the brutality, which harms more innocent citizens but few

delinquents. Terrorism is, politically forced, focused and designed violence, against

unprotected civilians for creating fear in large population by a person or group (Afifa,

2010).

According to Abbas (2004) terrorism has different meanings for different

people. Weaker side in a conflict often uses Terrorism as an effective approach.

Terrorism can have more than 100 definitions but generally agreed upon is that

terrorism involves violence. Assassinations, bombings, hijackings, diplomatic

kidnappings-terrorism is the most publicized form of political violence.

Richardson (2002) argued that the act of terror is politically inspired, involves

violence or threat of violence. Terrorist act and terrorists victim usually have

symbolic significance and victims of violence are innocent people so that a terrorist

act may influence a governments policy or policies.

9
2.2 TYPES OF TERRORISM

Zalman (2007) classified terrorism as

i. State Terrorism

The act of terrorism of a state against any foreign state or people is regarded

as state terrorism. It can also be termed as the acts of violence by a state against its

own people. Many states without proclaiming war terrify citizens to gain political

advantage. It has also been noticed that states often take part in international terrorism

as substitute.

ii. Bio Terrorism

This kind of terrorism includes the deliberate release or diffusion of biological

agents. These agents contain bacteria, viruses, or toxins, and may be in a naturally

occurring or a human-modified form. Bio terrorism is to terrorize and harm civilians

by liberation or secretion of toxic matter for political or other reasons. Viruses,

bacteria and other toxins that could be used for this purpose are internationally

nominated.

iii. Cyber Terrorism

Cyber terrorism is the attacks using Internet in terrorist activities, including

actions of deliberate, disruption of computer networks on large scale, especially of

personal computers attached to the Internet, by the means of tools such as computer

viruses. It is the use of modern computer or telecommunication technology to attack

on civilians and draw attention of Government to their cause. Cyber terrorists could

10
immobilize or hack networked emergency systems. There are wide discrepancies over

the extent of the existing threat by cyber terrorist.

iv. Nuclear Terrorism

Nuclear terrorism is the disruption of a nuclear ability and/or the detonation

of a radiological device. Nuclear terrorism is to get hold of nuclear materials that

could be used to harm civilians. This kind of terrorism may include attacks on nuclear

assets, purchase or to build nuclear weapons or to diffuse radioactive materials.

v. Norco Terrorism

Norco terrorism is the stabs of narcotics dealers to put pressure on

government or society through violence and intimidation, and to obstruct the

implementation of laws by the organized threat or use of such violence. Norco

terrorism is to pressuring or stop states struggles to control the drug trade by violence.

Norco terrorism has been used to identify circumstances through which terrorists get

funding for their operations by drug trafficking.

2.3 HISTORY OF TERRORISM

The history of terrorism is as old as humans' willingness to use violence to

affect politics. The words terror was first used in 404/403 BC. Critias was a leading

member of the Thirty Tyrants, whose brutal government of terror was unveiled

by Xenophon. The Thirty Tyrants were a pro-Spartan oligarchy installed

in Athens who severely reduced the rights of Athenian citizens for example the

wealthiest citizens can vote only. Previously right to caste been open to all Athenians,

11
was restricted to a selected group of 500 persons. Only 3,000 Athenians were granted

the right to carry weapons or receive a jury trial. The Thirty Tyrants forced many

Athenians into exile and threw their leaders into jail. The Thirty Tyrants started an

elimination of important political leaders the Peloponnesian War. Hundreds were

murdered by drinking hemlock, while thousands more were exiled from Athens

(Rhodes, 2006).

Roman Emperors such as Tiberius (AD 1437) and Caligula (AD 3741)

occupied private property for private use, expelled, executed those who opposed their

rule. The Spanish Interrogated religious deviation through arbitrary arrest, torture, and

execution. After the American Civil War (186165) defiant Southerners formed a

terrorist organization called the Ku Klux Klan to intimidate supporters of

Reconstruction. In the latter half of the 19th century, terrorism was adopted by

adherents of anarchism in Western Europe, Russia, and the United States. They

believed that the best way to affect revolutionary political and social change was to

assassinate persons in positions of power (Walter, 2000).

The Sicarii were a first century Jewish group who murdered enemies and

collaborators in their campaign to oust their Roman rulers from Judea (Zalman,

2007).

The words terrorist and terrorism were used by the Revolutionary Government

of France in 1795 in context to the sovereignty of fright. Politically these terms were

used for the first time to describe violence of an occupying establishment. In Britain

12
these terms were used as anti-establishment forces against British colonialism.

Terrorism has been expressed dually as a holy duty and a crime, unforgivable atrocity

and a justified response to domination. It depends on ones own point of view

(Hussain, 2007).

2.4 HISTORY OF TERRORISM IN PAKISTAN

Pakistan has great challenges to its security internally as well as compared

externally. Pakistan is facing different forms of terrorism. Ethnic terrorism caused in

the cessission of Pakistan in 1971 reemerged again on linguistic differences in some

areas of the country but were controlled with the mainstreaming of ethnic political

parties. Terrorism on the basis of nationalism has mainly been observed in

Balochistan on the issues of manipulation of resources and threat to political identity

and culture of sub-nationalities. Sectarianism in Pakistan was an extended form of

enmities between Northern Alliance and some Sunni groups in Afghanistan and an

outcome of Iran & Iraq war. Jehadi terrorism which arose after 9/11 consequence is

most severe threat to Pakistan so far, because of its role in war against terrorism as the

front line state. The state is weakening because of the tension between extreme

conservative and a modest follower of Islam is growing (Walter, 2003).

Abbas (2008) reviewed the history of terrorism that since independence

various groups on the basis of patriotism, regional sovereignty, religious dogma and

political principles have frequently challenged the stability of Pakistan. This had been

seen in local politics, where military rule repeatedly interrupted democracy which

resulted in political scarcity, political isolation, leading to hopelessness, and sense of

13
powerlessness, and ultimately to terrorist acts. Corruption, unequal division of money,

dishonesty, corruption, the drug trafficking, the sense of dispossession, thoughts of

social injustice and discrimination are serious causes of imbalance in our country.

Worst economic system of Pakistan has resulted in creation of rich class in the social

sector by black money which disturbed the equilibrium of society. The single system

of education has not been completely adopted to get the ideological, current, scientific

and progressive needs of the country.

The Muslim world is victim of illiteracy, ignorance, poverty, intolerance and

sectarianism Pakistan is constantly facing sectarian and religious violence which is

further increased by the Taliban victory in Afghanistan. The new way of killing

activists and sect leaders was emerged. After 1997, mass sectarian killing became

more frequently which includes both sides groups, including Sipah-i Muhammad

Pakistan the Shia group founded in 1991, Tehrik Nifaz Shariat 1994 and Sipah-i

Sahaba Pakistan the Sunni armed groups -1985, the Lashkar-e-Taiba 1998, Lashkar-

e-Jhangvi 1990 blamed for many anti-Shia attacks, including targeted assassinations,

shootings and bomb attacks (Hassan, 2007)

2.5 CAUSES OF TERRORISM IN PAKISTAN

Pakistan is facing violence, terror and threats from militants. The roots of

militancy in Pakistan can be traced back to many socio-political factors. Social

deprivation, drug-smuggling, Afghan refugees, religious exploitation through

madrasas and training centers, and external factors such as the interplay of power

14
politics at the international level, all have had their share in spreading militancy in

Pakistan (Afifa,2010).

Main causes of the terrorism are as:

2.5.1 POVERTY AND UNEMPLOYMENT

In Pakistan many people are living below the poverty line. They cannot feed,

cloth, shelter, educate their children therefore they handover their children to

institutions where they get these facilities and in rare cases jihad training which

immature brains cannot absorb efficiently so the result may be in the form of suicide

bombers. The terrorist organizations seek and hire poor and unemployed people

especially young. They provide them luxury of weapons, vehicles, money and heroic

get up along with commandership of some territory which makes these poor people to

do everything which is demanded (Abbas, 2008)

2.5.2 ILLITERACY

Ignorance and Illiteracy is the main cause of all social evils. Pakistan literacy

rate is about 57%, which is very low, therefore people become effortlessly victim of

anti-social philosophies. Anti-social elements easily exploit the social, political and

economic miseries. In Pakistan the death toll is higher in the region where the literacy

rate low. Punjab and KPK are the most literate and educated provinces of Pakistan

while FATA has lowest literacy rate and the death toll due to terrorist attacks is high

i.e. 2901 in the year 2012 (Sidra, 2013).

15
2.5.3 WEAK FOREIGN POLICY

One of the greatest causes of terrorism in Pakistan is our weak foreign policy.

We as a nation cant decide our local decisions and are constantly looking for the

approval of foreign countries especially supreme powers. We are constantly blamed

by international community for the interference in the affairs of the other countries

mainly in our neibourhood (Maqbool, 2013).

2.5.3 RELIGEOUS EXTREMISM

Pakistan is the state where any person can easily kick other out of Islam by

putting some allegations. There are militant wings of almost all religious parties

which are constant threats for the oppositions. These groups pressurize government

and are mainly involved in sectarian violence. Citizens of Pakistan cannot perform

their religious obligations openly due to terrorist attacks on mosques and Imam

Barghas (Younas, 2011)

2.5.4 AFGHANISTAN

The origin of militancy in Pakistan can be linked to Afghan war 1979, which

caused militancy inside the countrys border. This brought militant groups, jihadi

training camps, to the forefront. Jihad concept was mingled with the war against

Russia in Afghanistan for political purpose, without seeing the impact on Pakistan.

All this resulted in an increased arms trafficking and militant groups. the Kalashnikov

culture; an inflow of religiously motivated Muslims to the region to fight the

subsequent war against the Afghan communists and Russians in the 1980s which

16
blew back into Pakistan; the existence of Islamic mutinous groups, unregistered

Islamic institutes ,presence of external forces in the area and separation movements

like Baluchistan liberation movement, Pakistan's diverse cultures, languages,

traditions and customs. Internal security became at risk and sectarian violence

increased due to Russians invasion of Afghanistan, Refugees arrival to Pakistan and

impact of revolution in Iran on Pakistani Shia community. In 1997 and 1998 there

were much sectarian murders. Sectarian groups, Sunni group, Sipha-i-Sahaba and

Shia group Sipha-i-Mohammad targeted each other openly (Siddique, 2008).

2.5.5 ROLE OF MEDIA

Media attention certainly fosters the widespread belief that terrorist attacks are

both more common and more dangerous than is actually the case. Psychologists have

also found that intense media coverage by itself can have some damaging impact with

some adults and children appearing to suffer serious psychological problems as a

result of long exposure to media coverage of terrorist attacks .They often had trouble

in sleeping, suffered from nightmares, anxiety problems or depression yet, these

people had not been at the scene when the attacks occurred and they were not

connected to direct victims. They had not lost family members, friends, neighbors or

colleagues in the devastation, but they had witnessed a great deal of media coverage

(Huda, 2010)

17
2.5.6 ECONOMIC INEQUALITY

Qaiser (2011) claimed that mounting poverty and overwhelmed economic

inequality caused disturbance in the minds of deprived. The division of a society into

levels based on power or socioeconomic status is increasing. The living condition of

higher class in the society is becoming better day by day while the poor is becoming

worst each day that results criminology and violent attitudes developing in our

society. Disease, Poverty and hunger have hurt mankind all the time. Persons can be

easily bought for violent activities. The powerful does not care the life of a common

man. At the end, violence and weapon becomes the final alternative to get food.

2.5.7 WEAK JUDICIAL SYSTEM

Intolerance also increased because of weak judicial system. Judiciary became

incompetent in taking bold decisions. Judicial process protects terrorists and

miscreants who are responsible for the militancy. Criminals involved in the terrorist

activities are released by the courts due to lack of evidences. The terrorists threaten

the judges and lawyers who are involved in the cases (Harris, 2011).

2.5.8 SOCIAL INJUSTICE

Social injustice and inequality play the role of a catalyst while in the execution

of the plans of the terrorists. These injustices can include the deprivation of one from

his/her basic human rights. Deprived people seek their thrust in the enmity towards

everyone because he/she nominates the whole community responsible for his/her

18
present status and is ready to take revenge. In his revenge the targets are listed and

security personnels are unfortunately taken as number one responsible, so his/her

extreme weapon is in the shape of suicide bombing, in which blasts take several lives

including the bomber. The terrorists/extremists are in the search of socially deprived

people. Unfortunately the Khyber Pakhtunkhwa and tribal belt supplies ample number

such deprived people, who are ready to take other lives even for the cost of their own

lives (Hussain, 2007).

2.5.9 LACK OF TOLERANCE

According to the saying of Holy prophet Mohammad SAW No person can be

a Muslim until and unless other person is not safe from his hands and tongue .Islam

is the religion of tolerance but it is unfortunate that our society is lacking it. In

Pakistani society due to ethnicity; Shia and Sunni, Barallvi and Duebandi are calling

Kaffer (non Muslim) to one another. Non-Muslims are not tolerated by the extremists

and not only these extremists attack mosques and imambarghas but they attack

churches which made their already low ranks as the lowest in the internal society thus

they are defaming the great Muslim country (Hamid, 2011).

2.5.10 POLITICAL INSTABILITY

It is unfortunate that there remained inconsistent governments in Pakistan.

Most of the time dictators ruled the country and the great democratic culture didnt

flourish here and the result was that these dictators made international accords to

19
strengthen their Government rather to support national development. Therefore East

Pakistan became Bangladesh and Afghan refugees migrated to Pakistan with endless

problems to be started. This political instability invited many foreign elements to

interfere in the affairs of our country and Pakistan became a nuclear instable country

(Abbas, 2004).

2.5.10 DOUBLE STANDARD OF WORLD COMMUNITY

Hamid (2011) argued that separate stance of the world for Muslims which

made them isolated and discriminately treated. Terrorism prevailed due to inability of

UNO to resolve the disputes. Silence of world powers over the issues of Palestine

and Kashmir are the root cause of the Muslims turning to militancy. Afghan Jihad

fighters were heroes before and terrorists after the task was over because when Russia

occupied Afghanistan, fighters from all over the world came to the region for holy

cause of jihad. Most of the countries in the world including America fully supported

these people known as mujahedeen but when Soviet forces went back and American

attacked Afghanistan, these mujahedeen became terrorists for world community.

2.5.11 REEMERGENCE OF TALIBAN

In 2004, Pakistan sent 80,000 armed troops in the pursuit of Al-Qaeda to the

mountains of Waziristan on the Afghan border. Clashes started between local

tribesmen and Islamic militants. A treaty was signed between the Pakistani

government and tribesmen of Waziristan on 5th September 2006, which ended

20
the Waziristan War. This treaty didnt persist for long because both the parties alleged

each other responsible for violation of conditions of peace accord. Many Taliban went

underground and mixed with local Pashtuns. They reemerged and caused heavy losses

to coalition forces as well as Pakistani forces later. After the fall of the Taliban

government US focused on both Taliban and Al-Qaeda.US and NATO made no

serious efforts to expand towards South, which gave Taliban a chance to regroup in

their stronghold. After the collapse of the Taliban government many Taliban gathered

in hard areas of the border region of Afghanistan and Pakistan where there was no

effective control of Pakistani army. Many al-Qaeda leaders and their operatives were

killed or captured by the combined operations of US and Pakistani Army (Rashid,

2006).

2.5.12 AMERICAN FAILURE IN AFGHANISTAN:

Raza (2011) analyzed the American failure in Afghanistan that violence raised

by 54.3 percent till 2009 although the military actions of US and its allies continued

for the last eight years. In Afghanistan, in about 70% of the area, US supported

government of Hamid kersey has no writ. Due to inability of Afghan rulers the

military burden on US-led NATO forces has increased who already failed to defeat

the Taliban.

21
2.5.13 REACTION AGAINST DRONE ATTACKS AND MILITARY
OPERATIONS

American started operation in which drone guided missiles were fired by

remote control at individuals who were believed to be leaders of Al Qaeda or the

Taliban. Anger against the US inflamed in Pakistan because more civilians died as a

result of such attacks. Dozens of missile strucked common citizens thought to be an

enemy certainly created new enemies. According to BBC report on July 24, 2010 that

during January 2008 and January 2009 there were 25 drone strikes resulting the

killing of 200 people. In 2009 about 536 people killed in 46 drone attacks and more

than 800 people killed in 90 drone attacks in 2010. Other conflict monitoring report

released in 2011 revealed that in 2,043 killing in drone attacks mostly civilians were

killed. The terrorist attacks, militancy and intolerance increased in reaction of these

drone attacks as well as US backed military operations of Pakistan Army in tribal

regions,.(Baker & Waraich, 2009)

Hussain (2007) viewed issues of Baluchistan, Tribal area and drone attacks as

serious concerns for Pakistani citizens which weakened the security situation in the

country. People of Pakistan are showing immense frustration against these attacks and

killing in suicide and other attacks on civilians...

2.6 SUICIDE BOMBING:

A suicide bombing is a sort of attack on a target, in which aims of the bomber

is to kill or cause severe loss, knowing that he or she will either certainly or most

22
likely die in the process. Suicide attacks are particularly associated with al-Qaeda

ideology, which have been adopted from Tamil Tigers, by militant groups in Iraq and

also recently by the Taliban (Huda, 2010).

2.7 CRITERIA FOR PREPARING SUICIDE BOMBERS

To prepare one for suicide attacks require special type of brain washing. The

procedure contains continuous lectures containing the enticing of emotions of persons

mainly teenagers along with telecasting the videos containing atrocities on their

religious or national causes. These trainees seek short cut path towards heaven in

suicide bombing (Milrad, 2011)

2.7.1 Teenagers Recruited, Trained as Suicide Bombers

Teenagers are kidnapped for terrorist activities, while on their way to school

or work, or plucked from a madrassa, and sent to training centers in areas under

terrorists control. The children of the poor are usually more susceptible to

kidnapping and training as suicide bombers because poor parents lack the funds to

pay a ransom to liberate their children. Teenagers from impoverished homes are more

emotionally vulnerable to the terrorists brainwashing because they have very little

hope for a good life and have got little or no education. About 10% of the local

suicide bombers are used locally while the rest are sent across the border to

Afghanistan, one official of the Forensic Science Section of the Peshawar Police

Department said. Today, Central Asia Online begins series, examining how the

23
Taliban change teenagers into walking bombs ready to end their own lives (Siddique,

2008).

2.7.2 Recruitment

The procedure starts with recruitment, which usually means kidnapping and

brainwashing. Teenagers are mainly poor people from the tribal areas of Pakistan, are

picked by the elements of Tehreek-e-Taliban Pakistan while on their way to school or

work, or picked up from a religious institution (madrassa) and sent to one of training

centers in areas under Taliban control. The children of the deprived family are usually

more exposed to abduction and training as suicide bombers because Poor parents lack

the assets to pay a ransom to free their children. Teenagers from broken homes are

more emotionally vulnerable to the TTPs brainwashing because they have little hope

for a good life (Hussain, 2012).

2.7.3 Training

According to Milrad (2011) teenagers already studying in a madrassa,

especially one controlled by extremists, may be more ready than students of a

nonreligious school to become a militant fighter or suicide bomber, especially after

five to ten years of study. A trainer has much time to mould them to his ideas. The

child witnesses life of madrassa everything, because of provision of food, education

and social security there. Its the world he knows. Kept in isolation, the child receives

an unclear picture of the teachings of Islam and gets the lesson that it is the obligation

of Muslims to kill other sects or non-Muslims.

24
2.7.4 De-radicalization

Hussain (2012) mentioned that every trained suicide bomber child is not sent

to blow up others. The army has freed a number of children from the militants. The

Mishal School in Swat is one of Government run schools that works with teens freed

from the grip of the Taliban. Psychologists work with the children to clear the

misperceptions about Islam given by Taliban to them.

2.8 MISSION OF EXTERNAL FORCES PRESENCE IN AFGHANISTAN

Main interests of the US and its allies are to stop the extension of religious

fundamentalism, terrorism and to control the flow of narcotics producing in

Afghanistan, to restrict China from getting oil resources of the Caspian Basin region.

Russians desired to protect its borders against the threat of Islamic extremism from

Afghanistan. India wants to take advantage of the anti-terrorism sentiments to her

benefit. Iran wants to protect the Shia population in Afghanistan so it favors relatively

unstable and non-Pashtun Government in Kabul. Central Asian republics particularly

(Ashley, 2008)

2.9 ROLE OF PAKISTAN IN THE SITUATION

Former president of Pakistan Pervez Musharraf installed a military

dictatorship in the country. Pakistan supported Taliban and was one of countries that

had diplomatic relations with the Taliban Government. Pakistani nation didnt accept

heartily, the inclusion of Pakistan in the war on terror because of huge casualties and

25
economic loss. Musharraf condemned terrorism either it is against Kashmiris or

against West. He promised to reduce the role of religious institutes which were for

promotion of extremism, banning a number of militant groups and organizations;

capturing and turning over many Al Qaeda members to the U.S and sealing assets of

terrorist. This pressure on the terrorism gave rise to counter terrorism which resulted

in the blast and suicide attacks against the security forces and civilians in Pakistan

(Hussain, 2012).

Musharraf co-operated with U.S. to get results of war against terror which

included permission of U.S army operations fully supported by Pakistan Army. The

U.S. presence in Pakistan linked with Iraq assault further increased hatred for

America. Taliban and Al Qaedas operatives started re-Talibanizing Pakistan.

Military and law enforcement spheres of US and Pakistan continued efforts for

counterterrorism. Terrorist attacks continued so US continuously blamed Pakistan for

not doing more against Al Qaeda and Taliban. The U.S. stopped attacking tribal

region to get hold of top Al Qaeda leaders in Pakistan because of fear to lose

cooperative friend Pakistan.(Express Tribune, 28 October, 2010).

Al Qaeda and The Taliban strengthen in tribal areas of Pakistan and continued

its attacks. The tension between Pakistani army and intelligence support for extremist

activities and anti-Anti Americanism began to injure relationship between Musharraf

and the U.S. Local forces and American pressurized President Musharraf to resign

26
which showed his ability to stop the violent activities of extremists in the country.

Military Government was replaced by civilian rule, under Prime Minister Yousaf

Raza Gilani. Analysts from the West focused attention on the ISI, Pakistan's

Intelligence service. The Pakistan intelligence agencies were alleged of supportive for

jihadist actions in Afghanistan in strategic interests of Pakistan (Abbas, 2004).

Pakistan became front line state, under another military ruler once again. It

was a very crucial and challenging task to abandon its Taliban policy. Former

president Musharraf skillfully managed the political opposition inside the country but

it became difficult task for him to control law and order situation in the country.

Pakistan made 1500 check posts along the border of Afghanistan. Our government

captured many Al-Qaeda leaders and either surrendered them to America or killed

them. Despite all labor Pakistan was labeled as the supporter for Taliban (Maqbool,

2013).

2.10 IMPACT OF TERRORISM ON PAKISTAN

Pakistan did much to make world community realize that Pakistan is not

sponsoring terrorism but is a victim. Pakistani people are confused in understanding

the perception that Pakistani army is saving the country or the ally of the external

forces. Countrys internal security is in threat. Innocent citizens are killed without any

reason in day to day blasts. Foreign investment is no where because of in security,

collective damage in the case of destroying schools, police stations,

27
telecommunication systems, hotels and even religious processions and mosques are

unsaved. The biggest losses are the fear indulged in the minds of generation and the

production of intolerant, violent society which will survive for centuries (Kashif,

2011).

2.11 SCHOOL DESTROYED BY TERRORISTS IN FATA AND KHYBER

PAKHTUNKHWA

School is a place of peace where the young minds develop. Unfortunately

schools are supposed to be soft targets for terrorists without any authentic security. In

Khyber Pakhtunkhwa and FATA over 1,600 schools were destroyed or damaged.

More than 7, 21,392 students were affected by school destruction in the province out

of which female were 3, 71,604 (Younas, 2011).

28
(Government high school Sherkera Peshawar destroyed in terrorist attacks)

2.12 TERRORISMS SITUATION IN PAKISTAN

According to intelligence report submitted to Supreme Court on 26 th March

2013 After 9/11 incident Forty nine thousand, 49000 civilians and security force

officials were killed in Pakistan. In 2008 terrorists occupied 31% of area of swat.

There occurred Two hundred and thirty five, 235 suicide attacks in Pakistan. Two

thousand two hundred and fifty seven, 2257 rocket attacks while four thousand two

hundred and fifty six, 4256 bomb attacks occurred in these attacks five thousand one

29
hundred and fifty two, 5152 civilian were killed and 5675 wounded. Among these

two thousand one hundred and fifty four, (2154) security force officials were killed

and 7723 wounded. Six hundred and twelve, (612) military operations and Over 6000

search operations occurred. During 2007-2009 terrorism situation was worst in

country.

Table No 1: Annual Fatalities in Terrorist Violence in Pakistan, 2003-2011

Civilians S/ F Personnel Terrorists/Insurgents Total

2003 140 24 25 189

2004 435 184 244 863

2005 430 81 137 648

2006 608 325 538 1471

2007 1522 597 1479 3598

2008 2155 654 3906 6715

2009 2324 991 8389 11704

2010 1796 469 5170 7435

2011 2065 565 1901 4531

Total* 11475 3890 21789 37154

Source: SATP (2011) terrorism assessment report

30
2.13 AL QAEDAS LEADERS ARRESTED IN PAKISTAN

Pakistani officials arrested operational in charge of al-Qaeda training centers

Zayn al-Abidn Muhammed Hasayn Abu Zubaydah the Saudi born, during joint U.S.

and Pakistan action on March 23, 2002. Zubaydah is supposed to be a top ranked al-

Qaeda leader. On September 11, 2002, police forces arrested Ramzi Binalshibh the

financial backer of al-Qaeda after a three-hour gunfight. Binalshibh was supposed to

be a hijacker. The charge of money transferring to US associates Mohammad Atta

and Zacarias Moussaoui by Binalshibh from Germany (SATP, 2010).

During CIA-led raids in Rawalpindi on March 1, 2003, arrested Khalid Sheikh

Mohammed who was considered as 3rd top most ranked official for al-Qaeda and in

charge of the planning for the 9/11 attacks and for links to bomb U.S. civilian

airliners and plan of killing of Daniel Pearl the Wall Street Journal reporter. On 2nd

May,2011 the top most suspected Al Qaeda commander Osama Bin Laden was killed

in the operation conducted by American seals commando group in Abott Abad

(Maclean, 2009).

2.13.1 STANCE OF AL-QAEDA:

Al-Qaida has special hatred for allies of the US, such as Saudi Arabia and

Egypt because they claimed that in spite of dishonoring and humiliating Islam, these

Muslim countries are supporting US. Palestinians are still rallying on al-Qaeda whose

central goal is to expel Americans from Muslim lands and to break US ally and to this

31
end all US citizens and their sympathizers are to be finished without caring their

religion. This extremism adopted by Bin Laden and his companions is often described

as jihad (Younas, 2011).

2.14 WORLD COMMUNITY BLAMED PAKISTAN FOR AIDING AND

SPONSORING EXTREMISM.

In spite all efforts and a sacrifice in the war against terrorism, in 2006,

Pakistan was blamed without known evidence by NATO officers for aiding the

Taliban of Afghanistan. In 2007, an allegation was put against ISI for secretly prizing

one lakh Pakistani rupees for killing of each NATO personnel. The Afghan

Government has become habitual in accusing the ISI of providing help to militants.

India traditionally accuses Pakistan's Intelligence agencies for terrorist attacks in

Kashmir and in other parts of India including the July 11, 2006 Mumbai train

bombings. Afghanistan and UK have also blamed Pakistan for sponsoring funding

terrorism activities. Even friendly China, Iran, and Indonesia started blaming Pakistan

for interventions. Wests analysts started suspecting the intelligence agencies of

Pakistan are which have long been blamed for supporting jihadist actions in

Afghanistan and elsewhere (Ashley, 2008).

2.15 IMPACT OF TERRORISM ON LEARNING

Learning is a special activity in which children responded specially to

particular stimuli in certain arranged situation. Learning is modification in behavior

through experience. It is change in the behavior of an individual brought about by his

32
own experiences. Learning is independent of development and growth. It occurs

through personal experiences of an individual. Learning is a continuous developing

change in the behavior created as a reaction on different occasions to fulfill the needs

of life. Learning is the result of experience. The change in behavior of an individual

occurs because of the experience and training of day to day life these changes appear

in man as habits, aptitudes, skill, knowledge, understanding and insight. Learning also

involves proper adjustment with the environment. It is a continuous process that starts

from birth to death. An individual learns from his environment through out his life.

Learning is the acquirement of knowledge, habits and attitudes. It involves new ways

of doing things and it acts in an individuals attempt to overcome hurdles or to adjust

to new situations (Woolfolk, 2008).

Bremner (2001) stressed that Learning is the establishment of proper relation

between stimulus and response .From early childhood to adulthood, shocks can

change the way we analyze ourselves, the environment around us, processing of

information and our behavior and our response to other. School should have trauma-

specific intervention to its distressed students and to help in minimizing the learning

deficiencies, and behavioral problems. To realize the anticipatory need for this

intervention after critical incidents, one must understand the functions of the brain in

the trauma situation.

Trauma has been shown to a lot in give and take cognitive development. Early

painful life events strongly impact cognitive scarceness, which sorts to have a strong

impact on desperate behavior. Shocks can shift cognitive behavior any time especially

early infancy. The right brain is involved in the vital functions that support survival

33
and enable the organism to cope actively and passively with stress. The right

hemisphere makes analysis of perception that is visible and not like emotions of an

individual (Sharma, 2006).

Levine, (2007) argued that trauma can cause the creation of the automatic

nervous response to prepare itself to resist or work out the real or apparent threat

which is created on vital event. If the response against this event is not discharged or

deactivated, the continued stimulation state can cause sustained cognitive and

behavioral disorder. When massacre at Columbine High School occurred, parents

rushed to school to be with their children, or to take them home. Fear, terror,

hopelessness, uncertainty, and thinking inability were reflected by their thoughts and

behavior.

Perry (2006) emphasized that sensed injury is permanent in the hidden

memory. The tragic incident is stored in shape of images, thoughts, emotions and

behaviors. Sensory condition of strain is sense of terror, powerlessness, and the lack

of a sense of safety. Here behavior is changed in response to the threat we sense.

Survival behaviors persist whenever there is absence of violence as long as a child

feels safe and in control, this stimulated state makes it easy to process verbal

information, attend, focus, keep and evoke.

In the early 80s suicide among school children became an outbreak, need for

crisis intervention increased. Most schools today have a set of rules initiated when a

dangerous event occurs. Crisis intervention starts immediately after a critical event

and sustains for two or three days. It contains planned responses, dispersion of

34
information, in part through classroom activities and, fulfilling the emotional needs of

involved (Bremner, 2001).

In many cases behavior at birth is innate but it does not mean that behavior that

marked later in life is learnt. An animal has to be equipped to guard its territory by

fighting off invaders usually there follows a hostile visual display (Brown, 2009).

According to Singh (2005) it is set of cognitive abilities of an individual to

learn from experience, to reason well, and to handle with the demands of daily living.

Hunt (2010) stressed that terrorism is composite in scope today, even across

the continents. Countering terrorism requires continued program by the states in

global perspective.

Fear and motivation are often related in real life. If you feel great fear you are

motivated to escape although you may stay and fight, the resulting behaviors are not

always what would be expected from either the degree of the emotion. Fear is a state

between which a person who is afraid, shrinks or recoils from the position with which

they are unable to manage and which he regards as potentially dangerous. Fear may

occur in reaction to a concrete situation. Scared person may also be brought up

sharply against dangers with which he formerly was temporized. The fright produced

by a near accident in transfer symptoms of endangered illness may shake a person

into changing his habits. Fear may arise mostly in response to sudden stimuli of any

sort such as loud noises, unexpected dislocation, sudden contact, and flashes of light

and sudden movements (Singh, 2005).

35
 Levine (2007) analyzed that 90% Children repeatedly recall horrific incidents

but their memory was limited to the incidents that were meaningful for them. Even if

the threat is not there the children sense is into fearful condition. Cognitive processes

along behavioral changes are often misinterpreted for resistance, inflexibility, over

reactivates-ness, rashness, conflict or facing a learning deficiency.

The biological drives like hunger, thirst, sex love escape form pain etc are

mainly responsible for motivating an individual to action. These produce internal

tension and all the energy is activated by need are drive for reducing the tension. This

tension terminates on meeting the need and human action is suspended (Sharma,

2006).

Criminologists working in the early 20th century often argued that intelligence is

strongly associated with criminal behavior. People with low intelligence, they argued,

were much more likely to engage in crime and violence than people with high

intelligence were. Support for this hypothesis was garnered from studies that directly

compared the scores of Intelligence Quotient of adolescents with the scores of IQ

derived from the general population. In general, these pioneering studies reported that

the IQ scores of delinquents were significantly lower than the IQ scores of normal

controls (Scaer, 1920).

2.16 IMPACT OF TERRORISM ON BEHAVIOR

Criminal behavior was when related to moral development and found that

ethical development has six phases through which every one passes. Firstly, they

follow rules and regulations because of the fear of punishment while lastly they obey

36
laws as an important obligation and universal practice of justice and others respect.

Violent youth is normally more developed than non violent youth (Fairchild, 2011).

Information processing reveals violent persons believe other as much aggressive as in

actual they are. This results that certain persons result more aggression for minor

agitation. They assault other people violently because they consider that they are

defending themselves actually, even when the threats level is completely misread

(Mayer, 2007).

DePrince and Freyd, (2002) stressed that ones personality can be

differentiated from other through the behavior and actions. Some are with relative

more criminal behavior like many qualities are connected with aggression, like

egoism, socialness, selfishness, disobedience, hostility, distrust etc. angers and other

desires are difficult to control by criminals therefore they believe in unconventional

manner. Teenagers are frustrated, tense, concerned and irritable in unfavorable social

setting so they are impulsive, aggressive, and become ready to take action against

apparent threats.

According to Storr etal ( 2001) some psychologists argue that there is a

connection between some personality traits and criminal behavior of a person while

others favor that other factors interact with personality characteristics to create

violence as well as crime . For example, rebellious, impulsive young people have

often lower educational and work record which ultimately stop economic success

opportunities so it leads to deprivation, frustration and finally to criminal activity

37
 Marx and Bunch (2001) mentioned that violence is closely related to a

severe personality defect which is known as psychopath or anti-social personality

disorder. People with this type of disorder are rash and with low levels of guilt, they

violate others rights frequently. They become self-centered, manipulative, ruthless

and incapable of feeling regrets over their violent actions. Psychopaths are able to

justify their actions with reasonable reasons which make them more violent as

compared to normal people. Psychopaths often continue their criminal behavior for a

long period. It is estimated that about thirty percent of all prisoners are psychopaths

and chronic offenders with higher likelihood of violence than others.

According to Brown (2009) trauma is a situation after sudden shock in which

the individual becomes stationary or static and not in state of mind in order to protect

an individual from the fearful situation. Psychologists think that a number of early

childhood factors might contribute to the development of a psychopathic or

sociopathic personality. These factors include violence, terrified environment,

parental rejection, emotionally unstable parents.

2.17 LINKAGE OF MOTIVATION WITH TERRORISM

A motivation is an internal state that stimulates, express, and maintains

behavior. Terrifying situation moulds the learning as motivation deals with five basic

questions including: 1) what are the choices for their behavior by people? 2) How

much it takes to get started? 3) What is the intensity or level of involvement? 4)

38
What causes a person to persist or to give up? 5) What is the individual thinking and

feeling during the activity? (Ali, 2002).

Age of secondary school students is a period of molding of personality. The

students of this age are easily motivated to for terrorist activities by the master minds

by showing short cuts towards Heaven. Enticing speeches, wonderful dreams and

showing them imaginary sights of worthy gifts of Heavens make them ready to do

what their masters ask them. The master minds use motivational skills and techniques

to prepare the young ones for extreme steps (SATP, 2010).

Young children including some 10 years young as well are attending a lecture

at Talibanian suicide bomber training center in Spinaki, South Waziristan. The

Pakistani Army recovered this video showing a veiled instructor and armed guards

when this area was liberated in 2008. (YouTube Picture)

39
 Terrorism is calculated use or threat of violence against civilians in order to

attain goals that are political or religious or ideological in nature. Terror is extreme

fear. The groups that terrorize the innocent civilians are terrorists. Types of terrorism

are state terrorism, bio terrorism, cyber terrorism, nuclear terrorism, nacro terrorism.

The main causes of terrorism in Pakistan can be listed as lack of tolerance, religious

extremism, poverty and unemployment, weak foreign policy, American presence in

Afghanistan, economic instability, illiteracy, double standard of worlds community,

political instability, social injustice, role of media, weak judicial system, uncontrolled

border between Pakistan and Afghanistan. Terrorism and violence are interrelated,

violence is produced through a distressing incident, and aggression is learnt through

observation of others, a belief that aggression is rewarded by the society and value

system that ignores violent acts within some societal framework. Violence affects the

learning capability. Learning occurs through personal experiences of an individual.

Learning is a continuous developing change in the behavior created as a reaction on

different occasions to fulfill the needs of life. Learning is the result of experience. The

change in behavior of an individual occurs because of the experience and training of

day to day life these changes appear in man as habits, aptitudes, skill, knowledge,

understanding and insight.

40
 Chapter 3

METHOD AND PROCEDURE

Main purpose of the study was to see the impact of terrorism on the learning

behavior of the secondary school students in Khyber Pakhtunkhwa.

3.1 POPULATION

All the 634855 secondary school students, their parents and class teachers of

2545 secondary/higher secondary school constituted the population for the study.

3.2 SAMPLE.

Five hundred and sixty secondary school students, their parents and their 112

class teachers were selected as sample for the study. Seven districts of Khyber

Pakhtunkhwa including, Peshawar, Kohat, Bannu, Nowshera, Malakand, Swat and

Abottabad were selected among 25 districts through systematic random sampling.

Fifty six secondary/higher secondary school, 8 from each district (4 public, 4 private)

including 2 from urban and 2 from rural areas were randomly selected .Ten students

(5 form 9th class and 5 from10th class) with educated parents were selected

purposively but due to sensitive nature of the study, some respondents denied to

participate in the research process and the sample was refined to 450, their parents

and 100 class teachers, which made the sample size 1000. The diagrammatic

sampling is given on last page of this chapter.

41
3.3 RESEARCH INSTRUMENTS

Questionnaire with 5 points scale (Likert scale) was used as tool to get responses

from the respondents (students, teachers and parents). This questionnaire contained

the options of 1) Strongly disagreed 2) Disagreed 3) Undecided 4) Agreed 5) Strongly

agreed. The questionnaire was used as tool because it was easy to get responses

through it. Questioner was translated into Urdu as well for easy understanding for

respondents. The back translation method was used for translation i.e. first the

questionnaire was translated in Urdu and then that Urdu was again translated in

English to check the changes if any.

One hundred and ten close ended questions about 8 aspects containing: i)

examine the different aspects of terrorism that cause fear among secondary school

students, ii) impact of terrorism on academic results of secondary school students, iii)

impact of terrorism on the motivation of the secondary school students, iv) impact of

terrorism on the attendance of the secondary school students, v) impact of terrorism

on the behavior of secondary school students, vi) impact of terrorism on the

relationship of the secondary school students with class fellows, vii) impact of

terrorism on secondary school students participation in co curricular activities and

causes of terrorism, were included in the questionnaire to get responses from the

respondent.

42
3.3.1 Pilot Testing

Limited questionnaires were distributed among local educational experts,

students, parents and class teachers to get their opinions for the betterment and to

minimize errors. In the light of the feedback obtained from the pilot testing the

questionnaire was slightly modified and is brought to current status.

3.3.2 Validity

To make the instrument valid, it was sent for expert opinion to committee of

educationists, researchers, statisticians and language experts. Their opinions were

incorporated for betterment.

3.3.3 Reliability

To check the reliability of the instrument statistical test were applied and

value of Cronbachs Alpha coeffient was found to be 0.79.

3.4 DATA COLLECTION.

Data were collected from 7 districts including Peshawar, Kohat, Bannu,

Nowshera, Malakand, Swat and Abottabad. Researcher personally visited the schools

and met teachers to develop rapport among respondents; visits to the some students

parents were also arranged. Due to sensitivity of the topic, the researcher had to apply

extra efforts and professional skills to collects the real data. On many occasions

researcher interviewed the respondents to get maximum results. Researcher visited

the cold areas of Madain (Swat) during this visit snowfall didnt abstain the

researcher to achieve the target. In Bannu district researcher faced problem of mobile

43
signals Jamming and respondents hesitated to provide information because of fear and

blamed the researcher as ISI agent. In the many respondents denied to provide the

information because of fear of Taliban and they also blamed the researcher to be the

companions of Taliban because of the physical resemblance of the researchers. In

some cases researcher has to visit personally to convince the parents to participate in

the data collection process. The data was collected from primary source (respondents)

and secondary sources (Books, Libraries and through Media). Due to sensitivity of the

topic the respondent felt it difficult to get neutral data because of the supremacy of the

west in the information technology.

3.5 ANALYSIS OF DATA.

The questionnaires received back from the respondents were analyzed. The

statements were based on five point scale ie.1) strongly disagreed 2) Disagreed 3)

Undecided 4) Agreed 5) strongly agreed. Collected data on the above mentioned

questionnaires were analyzed by using - test

The data recorded the instrument was tabulated and analyzed by chi-square

technique.

Ho: Terrorism does not cause fear among students.

H1: Table Terrorism causes fear among students

2 = Represents chi-square

Table value = 15.507 at 0.05 level of significance.

44
If the chi- square value of (calculated) is greater than the table value at 0.05 level of

significance , then Ho null hypothesis will be rejected, while alternative hypothesis

H1 will be accepted. If the chi-square value is less than the table value, then Ho will

be accepted.

Where

Ho Represents null hypothesis that the terrorism has no impact on the learning

behavior of secondary school student.

H1 Represents null hypothesis that the terrorism has no impact on the learning

behavior of secondary school student.

Conclusions were drawn and recommendations were made on the basis of the

analysis and interpretation of data.

Chi-square 2 is a test of statistics which is used commonly for comparing observed

data with expected data to a hypothesis.

The chi-square test is used to check the null hypothesis, which normally shows no

significant difference between the observed results the expected results.

Chi square formula is given by

Where Fo represents the observed frequencies and Fe is used for expected

frequencies.

45
46
 Chapter 4

ANALYSIS AND INTERPRETATION OF DATA

The study was aimed at investigating the impact of terrorism on the learning

behavior of secondary school students in Khyber Pakhtunkhwa. In this chapter

responses to questionnaires were presented and analyzed. The order of these

questionnaires was as following:

Table 2 Terrorism causes fear among students.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 0 2 0 30 68 100
(0) (2) (0) (30) (68) (100)
Students 18 9 9 185 229 450
(4) (2) (2) (41.11) (50.89) (100)
Parents 4 14 17 178 237 4.45 26.34
450
(0.89) (3.11) (3.78) (39.56) (52.67) (100)
Total
22 25 26 393 534 1000
(2.2) (2.5) (2.6) (39.3) (53.4) (100)

Table 2 shows that majority of respondents i.e. above 93 percent of

respondents were found agreed that terrorism caused fear among students. Bar chart

and mean score of 4.45 supported the above statement. The chi-square was applied to

ascertain the impact of terrorism on the students. Since value of 26.34 was found

greater than table value, therefore, the statement, Terrorism causes fear among

students was accepted.

47
48
Table 3 Students are victims of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 12 29 24 24 11 100
(12) (29) (24) (24) (11) (100)
Students 68 170 69 68 75 450
(15.11) (37.78) (15.33) (15.11) (16.67) (100)
2.4 51.45
Parents 44 108 70 139 89 450
(9.78) (24.00) (15.56) (30.89) (19.78) (100)
Total 124 307 163 231 175 1000
(12.4) (30.7) (16.30) (23.1) (17.5) (100)

Table 3 depicts that majority of respondents, teachers about 41 percent and

students about 53 percent disagreed but more than 51 percent parents agreed that

students were victim of terrorism. The chi-square test was applied to know about the

relationship between terrorism and students victimization. The value 51.45 was

found greater than table-value, therefore, the statement, Students are victims of

terrorism, was accepted.

49
Table 4 Students feel insecure in school.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 12 45 10 15 18 100
( 12.00) (45.00) (10.00) (15.00) (18.00) (100)
Students 82 137 85 89 57 450
(18.22) (30.44 ) (18.89) (19.78 ) (12.67) (100)
3.04 1.21
Parents 6 108 74 162 100 450
( 1.33 ) (24.00 ) (16.44) (36.00 ) (22.22) (100)
Total 100 290 169 266 175 1000
(10.0) (29.0) (16.9) (26.6) (17.5) (100)

Table 4 reveals that majority of respondents, teachers i.e. above 57 percent,

students about 49 percent were found disagreed while about 58 percent parents agreed

that students felt insecure in school. Bar chart and mean score of 3.04 endorsed the

above statement. The value of 1.21 was found less than table value, therefore, the

statement, Students feel insecure in school , was rejected in case of teachers and

students but accepted in case of parents.

50
Table 5 School administration has made enough precautionary steps to handle
situation created through terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 6 21 9 46 18 100
(6.00 ) (21.00) (9.00) (46.00) (18.00 ) (100)
Students 125 136 58 74 57 450
(27.78) (30.22) (12.89) (16.44) (12.67) (100)
3.39 3.1
Parents 18 25 28 188 191 450
(4.00) (5.56 ) (6.22 ) (41.78) (42.44) (100)
Total 149 182 95 308 266 1000
(14.9) (18.2) (9.5) (30.8) (26.6) (100)

Table 5 reflects that that majority of respondents, teachers about 64 percent and

parents about 84 percent agreed but more than 58 percent students disagreed that school

administration made enough precautionary steps to handle situation created through terrorism.

Bar chart and mean score of 3.39 endorsed it .The value of 3.1 was found less than table-

value. Hence, the statement, School administration has made enough precautionary steps to

handle situation created through terrorism, was rejected in case of students responses.

51
Table 6 Precautionary measures for terrorism create fear among students.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 4 16 18 56 6 100
(4.0 ) (16.00) (18.00) (56.00) (6.00 ) (100)
Students 99 101 91 87 72 450
(22.00) (22.44) (20.22) (19.33) (16.00) (100)
3.17 83.88
Parents 44 105 92 119 90 450
(9.78 ) (23.33) (20.44) (26.44) (20.00) (100)
Total 147 222 201 262 168 1000
(14.7) (22.2) (20.1) (26.2) (16.8) (100)

Table 6 reflects that that majority of respondents, teachers 62 percent and

parents about 46 percent agreed but more than 44 percent students disagreed that

precautionary measures for terrorism created fear among students. Bar chart also

shows the situation. The value of 51.45 was found greater than table-value which

supported the caption statement.

52
Table 7 News about terrorism through media causes fear among students.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 8 39 11 39 3 100
(8.00 ) (39.0 ) (11.0) (39.00) (3.00) (100)
Students 42 24 62 215 107 450
(9.33) (5.33) (13.78) (47.78) (23.78) (100)
3.45 1.33
Parents 27 29 79 213 102 450
(6.00) (6.44) (17.56) (47.33) (22.67) (100)
Total 77 92 152 467 212 1000
(7.7) (9.2) (15.2) (46.7) (21.2) (100)

Table 7 reveals that majority of respondents (about 68 percent) agreed that

news about terrorism through media caused fear among students. The value of 1.33

was less than the table value, but percentages of responses revealed that the statement

was found to be true but not in case of teachers.

53
Table 8 News about kidnapping of scholars and security officials causes fear.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 4 0 2 56 38 100
(4.00) (- ) (2.00) (56.00) (38.00) (100)
Students 42 107 64 151 86 450
(9.33) (23.78) (14.22) (33.56) (19.11) (100)
3.66 75.42
Parents 20 95 87 159 89 450
(4.44) (21.11) (19.33) (35.33) (19.78) (100)
Total 66 202 153 366 213 1000
(6.6) (20.2) (15.3) (36.6) (21.3) (100)

Table 8 shows that majority of respondents (about 58 percent) supported that

news of kidnapping doctors, scholars and security officials caused fear among

students. The value of 75.42 was found greater than table value. Hence, the

relationship between news of kidnapping doctors, scholars and security officials and

fear was found to be significant. Bar chart also supported the results.

54
Table 9 Teachers discuss terrorism in the classroom.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 4 4 0 56 36 100
(4.00 ) (4.00) - (56.00) (36.00) (100)
Students 9 17 35 227 162 450
(2.00 ) (3.78 ) (7.78 ) (50.44) (36.00) (100)
4.16 18.04
Parents 3 15 25 259 148 450
(0.67) (3.33) (5.56) (57.56) (32.89) (100)
Total 16 36 60 542 346 1000
(1.6) (3.6) (6.0) (54.2) (34.6) (100)

Table 9 shows that majority of respondents (about 89 percent) were found

agreed that teachers discussed terrorism in the classroom. The -value of 18.04 was

found greater than table value, therefore, the statement, Teachers discuss terrorism in

the classroom, was accepted. Bar chart and mean score of 4.16 also supported the

caption statement.

55
Table 10 Teachers prepare students to face the situation created due to terrorism.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 9 17 22 46 6 100
(9.00) (17.0) (22.0) (46.00) (6.00)_ (100)
Students 17 21 41 201 170 450
(3.78) (4.67) (9.11) (44.67) (37.78) (100)
3.77 85.75
Parents 6 22 40 249 133 450
(1.33) (4.89) (8.89) (55.33) (29.56) (100)
Total 32 60 103 496 309 1000
(3.2) (6.0) (10.3) (49.6) (30.9) (100)

Table 10 depicts that majority of respondents (about 81 percent) were found

agreed that teachers prepared students to face the situation created due to terrorism.

The value of 85.75 was found greater than table value, therefore, the statement,

Teachers prepare students to face the situation created due to terrorism came true.

Bar chart and mean score of 3.77 also endorsed the caption statement.

56
Table 11 Strikes due to terrorism disturb the daily school routine, such as delay
in reaching school.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 7 24 9 49 11 100
(7.00) (24.00) (9.00) (49.00) (11.00) (100)
Students 47 79 56 199 69 450
(10.44) (17.56) (12.44) (44.22) (15.33) (100)
3.33 15.75
Parents 28 108 65 196 53 450
(6.22) (24.00) (14.44) (43.56) (11.78) (100)
Total 82 211 130 444 133 1000
(8.2) (21.1) (13.0) (44.4) (13.3) (100)

Table 11 reflects that majority of respondents (about 58 percent) agreed that

strikes due to terrorism disturbed the daily school routine, such as delay in reaching

school. Bar chart and mean score of 3.33 endorsed it. The value 15.75 was found

greater than table-value. Hence, the statement was accepted.

57
Table 12: Fear is created to hear sirens of police vans or ambulance.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 0 6 3 43 48 100
(-) (6.00) (3.00) (43.0) (48.0) (100)
Students 21 42 23 151 213 450
(4.67) (9.33) (5.11) (33.56) (47.33) (100)
4.23 40.47
Parents 10 11 17 218 194 450
(2.22) (2.44) (3.78) (48.44) (43.11) (100)
Total 31 59 43 412 455 1000
(3.1) (5.9) (4.3) (41.2) (45.5) (100)

Table 12 indicates that majority of respondents (about 87 percent) agreed that

fear was created to hear sirens of police vans or ambulance. Bar chart and mean score

of 4.23 also supported it. The value of 40.47 was found greater than the table value to

endorse the caption statement.

58
Table 13 News about school blasting causes fear.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 5 4 2 49 40 100
(5.00) (4.00) (2.00) (49.00) (40.00) (100)
Students 17 33 35 202 163 450
(3.78) (7.33) (7.78) (44.89) (36.22) (100)
4.12 26.52
Parents 0 24 38 211 177 450
(-) (5.33) (8.44) (46.89) (39.33) (100)
Total 22 61 75 462 380 1000
(2.2) (6.1) (7.5) (46.2) (38.0) (100)

Table 13 depicts that majority of respondents (about 84 percent) were found

agreed that news of school blasting caused fear. The value of 26.52 was greater

than table value. Hence, the caption statement was accepted. Bar chart and

significantly high mean score were found in favour of the statement.

59
Table 14 Schools get threats from the terrorists.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 7 4 5 51 33 100
(7.00) (4.00) (5.00) (51.00) (33.00) (100)
Students 3 32 30 205 180 450
(0.67) (7.11) (6.67 ) (45.56) (40.00) (100)
4.07 42.33
Parents 10 14 36 264 126 450
(2.22) (3.11) (8.00 ) (58.67) (28.00) (100)
Total 20 50 71 520 339 1000
(2.0) (5.0) (7.1) (52.0) (33.9) (100)

Table 14 shows that majority of respondents (about 86 percent) were found

agreed that schools got threats from the terrorists. The value of 42.33 was found

greater than table value, therefore, the statement, Schools get threats from the

terrorists, was accepted. Bar chart and mean score of 4.07 also supported the

statement.

60
Table 15 Drone attacks cause fear.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 18 25 12 33 12 100
(18.0) (25.0) (12.0 ) (33.00) (12.00) (100)
Students 18 15 31 164 222 450
(4.00 ) (3.33) (6.89) (36.44) (49.33) (100)
3.81 31.71
Parents 4 14 35 193 204 450
(0.89 ) (3.11 ) (7.78 ) (42.89) (45.33) (100)
Total 40 54 78 390 438 1000
(4.0) (5.4) (7.8) (39.0) (43.8) (100)

Table 15 reflects that most of the respondents (about 83 percent) were found

strongly agreed and agreed that drone attacks caused fear. Bar chart and mean score

of 3.81 also supported it. The value of 31.71 was found greater than table value,

therefore, the statement, Drone attacks cause fear, was accepted.

61
Table 16 Media is creating awareness in the citizen about the terrorists and their
activities.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 2 13 19 52 14 100
(2.00) (13.00) (19.00) (52.00) (14.00) (100)
Students 15 12 40 203 180 450
(3.33 ) (2.67) (8.89) (45.11) (40.00) (100)
3.96 20.45
Parents 14 14 36 230 156 450
(3.11) (3.11) (8.00) (51.11) (34.67) (100)
Total 31 39 95 485 350 1000
(3.1) (3.9) (9.5) (48.5) (35.0) (100)

Table 16 indicates that majority of respondents (about 82 percent) were of the

view that media was creating awareness in the citizen about the terrorists and their

activities. The value of 20.45 was found greater than table value, therefore, the

statement, Media is creating awareness in the citizen about the terrorists and their

activities was accepted. The bar chart and mean score of 3.96 also supported the

statement.

62
Table 17 While hearing the entrance of suicide bomber in city students feel fear.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 24 32 16 22 6 100
(24.00) (32.00) (16.00) (22.00) (6.00 ) (100)
Students 124 123 78 68 57 450
(27.56) (27.33) (17.33) (15.11) (12.67) (100)
2.62 32.02
Parents 72 138 114 87 39 450
(16.00) (30.67) (25.33) (19.33) 98.67) (100)
Total 220 293 208 177 102 1000
(22.0) (29.3) (20.8) (17.7) (10.2) (100)

Table 17 reflects that majority of respondents about 51 percent were found to

be disagreed that while hearing the entrance of suicide bomber in city students felt

fear. When test was applied it was calculated to be 32.02, which was greater than

table value but in favour of disagreement of the caption statement. Bar chart also

supported the disagreement.

63
Table 18 Bomb explosion during school timing causes fear among students and
parents.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 2 5 4 44 45 100
(2.00 ) (5.00 ) (4.00) (44.00) (45.00) (100)
Students 12 18 30 155 235 450
(2.67) (4.00) (6.67) (34.44) (52.22) (100)
4.31 16.22
Parents 3 11 33 165 238 450
(0.67) (2.44) (7.33) (36.67) (52.89) (100)
Total 17 34 67 364 518 1000
(1.7) (3.4) (6.7) (36.4) (51.8) (100)

Table 18 reveals that majority of respondents (about 88 percent) were found

agreed that bomb explosion during school timing caused fear among students and

parents. The value of 16.22 was found greater than table value, and the statement,

Bomb explosion during school timing causes fear among students and parents was

accepted.

64
Table 19: Mobile phone provides an opportunity to contact parents at home
during terrorism.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 4 8 3 40 45 100
(4.00) (8.00) (3.00) (40.00) (45.00) (100)
Students 25 39 28 229 129 450
(5.56 ) (8.67) (6.22) (50.89) (28.67) (100)
3.89 58.95
Parents 19 56 66 233 76 450
(4.22) (12.44) (14.67) (51.78) (16.89) (100)
Total 48 103 97 502 250 1000
(4.8) (10.3) (9.7) (50.2) (25.0) (100)

Table 19 indicates that majority of respondents (about 75 percent) were found

agreed that mobile phone provided an opportunity to contact parents at home during

terrorism. The value of 58.95 was found greater than table value, therefore, the

statement, Mobile phone provides an opportunity to contact parents at home during

terrorism was accepted. Bar chart and mean score of 3.89 also supported the caption

statement.

65
Table 20 All of sudden closing of schools and blockage of roads due to threats
from terrorists put students in fear.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 2 2 3 54 39 100
(2.00) (2.00) (3.00) (54.00) (39.00) (100)
Students 51 102 54 148 95 450
(11.33) (22.67) (12.00) (32.89) (21.11) (100)
3.57 1.16
Parents 25 138 68 182 37 450
(5.56) (30.67) (15.11) (40.44) (8.22) (100)
Total 78 242 125 384 171 1000
(7.8) (24.2) (12.5) (38.4) (17.1) (100)

Table 20 indicates that that majority of respondents (about 56 percent) agreed

that all of sudden closing of schools and blockage of roads due to threats from

terrorists put students in fear. Bar chart and mean score also shows supported the

caption statement, All of sudden closing of school and blockage of roads due to

threats from terrorists put students in fear, was accepted but the -value of 1.16 was

not significant as teachers view much more in favour of agreement as compared to

other respondents.

66
Table 21 School looks to be a jail due to security measures taken by school
authorities.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 0 16 2 51 31 100
( -) (16.00) (2.00) (51.00) (31.00) (100)
Students 31 30 73 205 111 450
(6.89 ) (6.67) (16.22) (45.56) (24.67) (100)
3.83 49.26
Parents 20 28 54 267 81 450
(4.44) (6.22) (12.00) (59.33) (18.00) (100)
Total 51 74 129 523 223 1000
(5.1) (7.4) (1.9) (52.3) (22.3) (100)

Table 21 shows that majority of respondents (about 75 percent) were found

agreed that school looked to be a jail due to security measures taken by school

authorities. The value 49.26 was greater than table value, therefore, the caption

statement, School looks to be a jail due to security measures taken by school

authorities was accepted. The bar chart and mean score of 3.83 also supported the

statement.

67
Table 22 Students feel insecure in reaching school.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 12 20 20 38 10 100
(12.00) (20.00) (20.00) (38.00) (10.00) (100)
Students 2 21 24 181 222 450
(0.44) (4.67 ) (5.33) (40.22) (49.33) (100)
3.94 2.31
Parents 0 4 19 245 182 450
( -) (0.89) (4.22) (54.44) (40.44) (100)
Total 14 45 63 464 414 1000
(1.4) (4.5) (6.3) (46.4) (41.4) (100)

Table 22 reveals that majority of respondents (above 88 percent) agreed that

students felt insecure in reaching school, however value did not support the

responses because the calculated value of i.e. 2.31 was found less than table value

due to the fact that about 20 percent teachers did not respond to this item. But

according to students and parents, students felt insecure in reaching school. The bar

chart and mean score also supported the caption statement.

68
Table 23 Parents pray for children and remain worried till they come back to
home from school.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 2 41 17 32 8 100
(2.00) (41.00) (17.00) (32.00) (8.00) (100)
Students 8 15 18 180 229 450
(1.78) (3.33) (4.00) (40.00) (50.89) (100)
3.87 22.58
Parents 7 12 28 224 179 450
(1.56) (2.67) (6.22) (49.78) (39.78) (100)
Total 17 68 63 436 416 1000
(1.7) (6.8) (6.3) (43.6) (41.6) (100)

Table 23 reveals that majority of respondents (about 85 percent) agreed that

parents prayed for children and remained worried till they came back to home from

school. The of 22.58 was found greater than table value, therefore, the caption

statement, Parents pray for children and remain worried till they come back to home

from school was accepted. The bar chart and mean score of 3.87 also supported the

statement.

69
Table24 Intentions among students to join security forces service is low due to
terrorism.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 11 15 25 42 7 100
(11.00) (15.00) (25.00) (42.00) (7.00) (100)
Students 26 36 18 229 141 450
(5.78) (8.00) (4.00) (50.89) (31.33) (100)
3.78 1.18
Parents 3 17 33 228 169 450
(0.67) (3.78) (7.33) (50.67) (37.56) (100)
Total 40 68 76 499 317 1000
(4.0) (6.8) (7.6) (49.9) (31.7) (100)

Table 24 indicates that most of the respondents (about 82 percent) agreed that

intentions among students to join security forces service were low due to terrorism.

However -value doesnt support the responses because the calculated value of the

was less than the table value because of difference of opinion between teachers and

students. Bar chart and mean score supported the caption statement to be accepted

that intentions among students to join security forces service is low due to terrorism.

70
Table 25 Parents while watching breaking news about bomb blast or other
terrorist activities change TV channel.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 20 20 34 14 12 100
(20.00) (20.00) (34.00) (14.00) (12.00) (100)
Students 9 27 66 162 186 450
(2.00) (6.00) (14.67) (36.00) (41.33) (100)
3.65 2.19
Parents 7 31 26 243 143 450
(1.56) (6.89) (5.78) (54.00) (31.78) (100)
Total 36 78 126 419 341 1000
(3.6) (7.8) (12.6) (41.9) (34.1) (100)

Table 25 reflects that majority of respondents (about 76 percent) agreed that

parents while watching breaking news about bomb blast or other terrorist activities

changed TV channel. The -value was found less than table value because of

difference of opinion between teachers and that of students and parents opinion.

The bar chart and mean score of 3.65 supported the caption statement, Parents while

watching breaking news about bomb blast or other terrorist activities change TV channel.

71
Tables 26: Due to fear parent avoid taking their children to parks for recreation.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 4 22 22 41 11 100
(4.00) (22.00) (22.00) (41.00) (11.00) (100)
Students 14 39 43 180 174 450
(3.11) (8.67) (9.56) (40.00) (38.67) (100)
3.84 72.57
Parents 4 28 30 218 170 450
(0.89) (6.22) (6.67) (48.44) (37.78) (100)
Total 22 89 95 439 355 1000
(2.2) (8.9) (9.5) (43.9) (35.5) (100)

Table 26 shows that majority of respondents (about 79 percent) were found

agreed that due to fear parent avoided taking their children to parks for recreation.

The value of 72.57 was found greater than table value, therefore, the statement,

Due to fear parent avoid taking their children to parks for recreation, was accepted.

Bar chart and mean score of 3.84 also supported the caption statement.

72
Table 27 Parents forbade their children to perform Juma prayers at mosque and
to attend funerals.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 2 18 10 54 16 100
(2.00) (18.00) (10.00) (54.00) (16.00) (100)
Students 12 38 59 183 158 450
(2.67 ) (8.44) (13.11) (40.67) (35.11) (100)
3.88 31.8
Parents 6 37 37 228 142 450
(1.33) (8.22) (8.22) (50.67) (31.56) (100)
Total 20 93 106 465 316 1000
(2.0) (9.3) (10.6) (46.5) (31.6) (100)

Table 27 shows that majority of respondents (about 78 percent) were found

agreed that parents did not allow their children to perform Juma prayers at mosque
and to attend funerals. The value of 31.8 was found greater than table. Hence, the
statement, Parents forbade their children to perform Juma prayers at mosque and to
attend funerals, was accepted. Bar chart and mean score also supported the statement.

73
Table 28 Due to fear most parents take and bring their children themselves for
school.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 3 9 19 51 18 100
(3.00) (9.00) (19.00) (51.00) (18.00) (100)
Students 31 70 72 184 93 450
(6.89) (15.56) (16.00) (40.89) (20.67) (100)
3.65 19.27
Parents 9 62 75 213 91 450
(2.00) (13.78) (16.67) (47.33) (20.22) (100)
Total 43 141 166 448 202 1000
(4.3) (14.1) (16.6) (44.8) (20.2) (100)

Table 28 shows that majority of respondents (about 65 percent) were found

agreed that due to fear most parents took and brought their children themselves for

school. The value of 19.27 was found greater than table value. Hence, the

statement, Due to fear most parents take and bring their children themselves for

school, was accepted. Bar chart and mean score also supported the statement.

74
Table 29 Academic results of the students are affected due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 7 19 47 25 100
(2.00) (7.00) (19.00) (47.00) (25.00) (100)
Students 79 90 121 116 44 450
(17.56) 20.00 (26.89) (25.78) (9.78) (100)
3.16 97.51
Parents 67 126 149 80 28 450
(14.89) 28.00 (33.11) (17.78) (6.22) (100)
Total 148 223 289 243 97 1000
(14.8) (22.3) (28.9) (24.3) (9.7) (100)

Table 29 shows split responses and about 30 percent were found undecided
about the statement that academic results of the students were affected due to
terrorism. The value of 97.51 was found greater than table value. Majority of the
teachers were found in favour of the statement, Academic results of the students are
affected due to terrorism. Bar chart and mean score also supported the statement on
the part of teachers.

75
Table 30 Students lose marks due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 7 9 27 39 18 100
(7.00) (9.00) (27.00) (39.00) (18.00) (100)
Students 42 54 59 181 114 450
(9.33) (12.00) (13.11) (40.22) (25.33) (100)
3.61 20.81
Parents 26 52 59 209 104 450
(5.78) (11.56) (13.11) (46.44) (23.11) (100)
Total
75 115 145 429 236 1000
(7.5) (11.5) (14.5) (42.9) (23.6) (100)

Table 30 indicates that majority of respondents (about 67 percent) were found

agreed that students lost marks due to terrorism. The value of 20.81 was found

greater than table value. Hence, the statement, Students lose marks due to terrorism,

was accepted. Bar chart and mean score also supported the caption statement.

76
Table 31 Terrorism affects learning process of students.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 6 4 39 46 100
(5.00) (6.00) (4.00) (39.00) (46.00) (100)
Students 29 42 42 205 132 450
(6.44) (9.33) (9.33) (45.56) (29.33) (100)
3.95 23.87
Parents 17 54 26 227 126 450
(3.78) (12.00) (5.78) (50.44) (28.00) (100)
Total 51 102 72 471 304 1000
(5.1) (10.2) (7.2) (47.1) (30.4) (100)

Table 31 indicates that majority of respondents (about 78 percent) were found

agreed that terrorism affected learning process of students. The value of 23.87 was

found greater than table value. Hence, the statement, Terrorism affects learning

process of students, was accepted. The bar chart and mean score also supported the

caption statement.

77
Table 32 Courses remain incomplete due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 19 2 66 9 100
(4.00) (19.00) (2.00) (66.00) (9.00) (100)
Students 29 33 62 188 138 450
(6.44) (7.33) (13.78) (41.78) (30.67) (100)
3.75 62.51
Parents 11 34 73 230 102 450
(2.44) (7.56) (16.22) (51.11) (22.67) (100)
Total 44 86 137 484 249 1000
(4.4) (8.6) (13.7) (48.4) (24.9) (100)

Table 32 shows that majority of respondents (about 73 percent agreed that

courses remained incomplete due to terrorism. The value of 62.51 was found

greater than table value. Hence, the statement, Courses remain incomplete due to

terrorism, was accepted. The bar chart and mean score of 3.75 also supported the

caption statement.

78
Table 33 Precious time of students is wasted in schools destroyed due to blasts.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 6 17 20 46 11 100
(6.00) (17.00) (20.00) (46.00) (11.00) (100)
Students 24 31 71 187 137 450
(5.33) (6.89) (15.78) (41.56) (30.44) (100)
3.67 34.14
Parents 10 43 90 207 100 450
(2.22) (9.56) (20.00) (46.00) (22.22) (100)
Total 40 91 181 440 248 1000
(4.0) (9.1) (18.1) (44.0) (24.8) (100)

Table 33 shows that majority of respondents (about 69 percent) agreed that

precious time of students was wasted in schools destroyed due to blasts. The value

of 34.14 was found greater than table value. Hence, the statement, Precious time of

students is wasted in school destroyed due to blasts, was accepted. The bar chart and

mean score of 3.67 also supported.

79
Table 34 Paper marking is up to date in the terrorism-affected areas.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 6 19 27 40 8 100
(6.00) (19.00) (27.00) (40.00) (8.00) (100)
Students 38 43 77 179 113 450
(8.44) (9.56) (17.11) (39.78) (25.11) (100)
3.54 42.04
Parents 14 49 69 227 91 450
(3.11) (10.89) (15.33) (50.44) (20.22) (100)
Total 58 111 173 446 212 1000
(5.8) (11.1) (17.3) (44.6) (21.2) (100)

Table 34 shows that majority of respondents (about 66 percent) agreed that

paper marking was up to date in the terrorism-affected areas. The value of 42.04

was found greater than table value. Hence, the statement, Paper marking is up to date

in the terrorism-affected areas, was accepted. The bar chart and mean score of 3.54

also supported the caption statement.

80
Table 35 Feared students are de-motivated towards learning.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 14 8 53 20 100
(5.00) (14.00) (8.00) (53.00) (20.00) (100)
Students 65 45 125 144 71 450
(14.44) (10.00) (27.78) (32.00) (15.78) (100)
3.37 54.38
Parents 60 87 121 113 69 450
(13.33) (19.33) (26.89) (25.11) (15.33) (100)
Total 130 146 254 310 160 1000
(13.0) (14.6) (25.4) (31.0) (16.0) (100)

Table 35 reflects the split responses i.e. 47 percent of respondents agreed but

25 percent remained undecided about the statement that feared students were de

motivated towards learning. Teachers (73 percent) supported the statement, Feared

students are de-motivated towards learning. Bar chart and mean score of 3.37 also

supported the teachers point of view. The value of 54.38 was also found greater

than table value.

81
Table 36 Terrorists mostly instigate students as suicide bombers.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 1 5 25 46 23 100
(1.00) (5.00) (25.00) (46.00) (23.00) (100)
Students 62 35 63 180 110 450
(13.78) (7.78) (14.00) (40.00) (24.44) (100)
3.69 76.11
Parents 10 71 64 215 90 450
(2.22) (15.78) (14.22) (47.78) (20.00) (100)
Total 73 111 152 441 223 1000
(7.3) (11.1) (15.2) (44.1) (22.3) (100)

Table 36 reveals that majority of respondents (about 66 percent were found

agreed that terrorists mostly instigated students as suicide bombers. The value of

76.11 was greater than table value. Hence, the statement, Terrorists mostly instigate

students as suicide bombers, was accepted. The bar chart and mean score of 3.69

also supported the caption statement.

82
Table 37 Terrorism news on media instigates students to become aggressive.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 24 22 29 18 7 100
(24.00) (22.00) (29.00) (18.00) (7.00) (100)
Students 27 42 38 178 165 450
(6.00) (9.33) (8.44) (39.56) (36.67) (100)
3.54 1.82
Parents 7 30 31 239 143 450
(1.56) (6.67) (6.89) (53.11) (31.78) (100)
Total 58 94 98 435 315 1000
(5.8) (9.4) (9.8) (43.5) (31.5) (100)

Table 37 reveals that majority of respondents (above 75 percent) agreed that

terrorism news on media instigated students to become aggressive. The bar chart and

mean score of 3.54 supported the caption statement. Only 15% teachers agreed to the

statement, Terrorism news on media instigates students to become aggressive . The

remaining 85% either disagreed or remained undecided. Due to this difference of

opinion the value was found just1.82 which was insignificant.

83
Table 38 Teachers motivate students against terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 10 13 32 29 16 100
(10.00) (13.00) (32.00) (29.00) (16.00) (100)
Students 45 39 128 140 98 450
(10.00) (8.67) (28.44) (31.11) (21.78) (100)
3.33 39.42
Parents 32 87 114 165 52 450
(7.11) (19.33) (25.33) (36.67) (11.56) (100)
Total 87 139 274 334 166 1000
(8.7) (13.9) (27.4) (33.4) (16.6) (100)

Table 38 shows that 27.4 percent did not respond to this item and 50 percent

respondents were found agreed to the statement that teachers motivated students

against terrorism. The bar chart and mean score also supported the statement. The

value of 39.42 was greater than table value. Hence, the statement, Teachers motivate

students against terrorism, was accepted.

84
Table 39: Performance of the students is affected due to insecure environment of
the schools.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 5 4 44 45 100
(2.00 ) (5.00 ) (4.00) (44.00) (45.00) (100)
Students 12 18 30 155 235 450
(2.67) (4.00) (6.67) (34.44) (52.22) (100)
4.31 16.22
Parents 3 11 33 165 238 450
(0.67) (2.44) (7.33) (36.67) (52.89) (100)
Total 1000
17 34 67 364 518 (100)
(1.7) (3.4) (6.7) (36.4) (51.8)

Table 39 reveals that majority of respondents (above 88 percent) agreed that

the performance of students was affected due to insecure environment of the schools.

Bar chart and mean score of 4.31 supported the caption statement and the value of

16.22 was found significant in favour of statement, Performance of the students is

affected due to insecure environment of the schools.

85
Table 40: Religious scholars are performing their role to overcome terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 9 2 57 29 100
(3.00) (9.00) (2.00) (57.00) (29.00) (100)
Students 6 23 33 218 170 450
(1.33) (5.11) (7.33) (48.44) (37.78) (100)
4.05 30.27
Parents 12 15 48 258 117 450
(2.67) (3.33) (10.67) (57.33) (26.00) (100)
Total 21 47 83 533 316 1000
(2.1) (4.7) (8.3) (53.3) (31.6) (100)

Table 40 shows that majority of respondents (above 85 percent) agreed that

religious scholars were performing their role to overcome terrorism. Bar chart and

mean score of 4.05 supported the caption statement. Since the value of 30.27 was

found greater than table value, the statement, Religious scholars are performing their

role to overcome terrorism, was accepted.

86
Table 41 Religious extremists are motivating teen agars towards terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 6 4 39 46 100
(5.00) (6.00) (4.00) (39.00) (46.00) (100)
Students 29 42 42 205 132 450
(6.44) (9.33) (9.33) (45.56) (29.33) (100)
3.95 23.87
Parents 17 54 26 227 126 450
(3.78) (12.00) (5.78) (50.44) (28.00) (100)
Total 51 102 72 471 304 1000
(5.1) (10.2) (7.2) (47.1) (30.4) (100)

Table 41 indicates that majority of respondents (about 78 percent) agreed that

religious extremists were motivating teen agars towards terrorism. Bar chart and mean

score appeared to be significant. The value 23.87 was found greater than table

value. Hence, the statement, Religious extremists are motivating teen agars towards

terrorism, was accepted.

87
Table 42 Terrorism affects the attendance of the students.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 4 2 49 40 100
(5.00) (4.00) (2.00) (49.00) (40.00) (100)
Students 17 33 35 202 163 450
(3.78) (7.33) (7.78) (44.89) (36.22) (100)
4.12 26.52
Parents 0 24 38 211 177 450
(-) (5.33) (8.44) (46.89) (39.33) (100)
Total 22 61 75 462 380 1000
(2.2) (6.1) (7.5) (46.2) (38.0) (100)

Table 42 shows that majority of respondents (above 84 percent) were found

agreed that terrorism affected the attendance of the students. The value of 26.52

was found greater than table value. Hence, the statement, Terrorism affects the

attendance of the students, was accepted. The bar chart and mean score of 4.12

strongly supported the caption statement.

88
Table 43 Shortage of attendance is a problem in the blasted school.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 13 5 59 18 100
(5.00) (13.00) (5.00) (59.00) (18.00) (100)
Students 6 24 24 176 220 450
(1.33) (5.33) (5.33) (39.11) (48.88) (100)
3.87 36.8
Parents 3 10 29 200 208 450
(0.6) (2.22) (6.44) (44.44) (46.22) (100)
Total 14 47 58 435 446 1000
(1.4) (4.7) (58.00) (43.5) (44.6) (100)

Table 43 reflects that 88 agreed that shortage of attendance was a problem in

the blasted school. Bar chart and mean score of 3.87 also favoured the statement. The

value of 36.8 was found greater than the table value. Hence, the statement,

Terrorism affects the attendance of the students, was accepted.

89
Table 44 Teachers remain absent from their duties in the insecure schools.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 26 19 40 7 100
8.00 26.00 19.00 40.00 7.00 (100)
Students 63 81 106 123 77 450
14.00 18.00 23.56 27.33 17.11 (100)
Parents 43 112 122 122 51 3.11 27.56
450
9.56 24.89 27.11 27.11 11.33 (100)
Total 114 219 247 285 135 1000
(11.4) (21.9) (24.7) (28.5 (13.5) (100)

Table 44 reflects that overall 24.7 percent respondent were found undecided to

give any reaction on the caption statement. Majority of those (42 percent) who

responded endorsed that teachers remained absent from their duties in the insecure

schools. Bar chart and mean score also supported it. The value of 27.56 was greater

than table value. Hence, there was positive relationship between terrorism and teacher

absenteeism.

90
Table45 Students remain absent from school on the day when bomb blast
occurred.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 40 27 22 3 100
(8.00) (40.00) (27.00) (22.00) (3.00) (100)
Students 66 88 89 124 83 450
(14.67) (19.56) (19.78) (27.56) (18.44) (100)
2.97 40.32
Parents 59 116 81 141 53 450
(13.11) (25.78) (18.00) (31.33 (11.78) (100)
Total 133 244 197 287 139 1000
(13.3) (24.4) (19.7) (28.7) (13.9) (100)

Table 45 reflects the split of responses i.e. about 43 percent agreed/strongly

agreed but 20 percent undecided while 38 percent disagreed/strongly disagreed that

students remained absent from school on the day when bomb blast occurred. The

value of 40.32 was greater than table value. Hence, the statement, Students remain

absent from school on the day when bomb blast occurred, was accepted.

91
Table 46 Terrorism increases the dropout rate of the students.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 13 41 22 21 3 100
(13.00) (41.00) (22.00) (21.00) (3.00) (100)
Students 65 88 95 119 83 450
(14.44) (19.56) (21.11) (26.44) (18.44) (100)
2.85 49.74
Parents 64 147 111 72 56 450
(14.22) (32.67) (24.67) (16.00) (12.44) (100)
Total 142 276 228 212 142 1000
(14.2) (27.6) (22.8) (21.2) (14.2) (100)

Table 46 reflects the split responses about the statement that terrorism

increased the dropout rate of the students. The value of 49.74 was greater than table

value. Hence, the statement, Terrorism increases the dropout rate of the students, is

accepted. Since the mean score is less than 3.00, the statement is in favour of

disagreement.

92
Table 47 Terrorism causes misbehavior in the students.

Response Frequency
Type of Total Mean
Respondents SDA DA UD A SA
Teachers 15 36 25 20 4 100
(15.00) (36.00) (25.00) (20.00) (4.00) (100)
Students 56 76 107 139 72 450
(12.44) (16.89) (23.78) (30.89) (16.00) (100)
2.91 56.89
Parents 54 136 121 68 71 450
(12.00) (30.22) (26.89) (15.11) (15.78) (100)
Total 125 248 253 227 147 1000
(12.5) (24.8) (25.3) (22.7) (14.7) (100)

Table 47 reflects that 51 percent teachers disagreed with the statement that

terrorism caused misbehavior in the students. The value of 56.89 was found

significant but in favour of disagreement. Bar chart and mean score of 2.91 also

supported the disagreement on the statement, Terrorism causes misbehavior in the

students.

93
Table 48 Terrorism makes students aggressive.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 39 21 23 8 100
(9.00) (39.00) (21.00) (23.00) (8.00) (100)
Students 24 67 94 188 77 450
(5.33) (14.89) (20.89) (41.78) (17.11) (100)
3.14 49.35
Parents 42 118 91 143 56 450
(9.33) (26.22) (20.22) (31.78) (12.44) (100)
Total 75 224 206 354 141 1000
(7.5) (22.4) (20.6) (35.4) (14.1) (100)

Table 48 shows that about half of respondents were found agreed but 20

percent were undecided while 22 percent were found disagreed that terrorism makes

students aggressive. Bar chart and mean score were also found supportive. The

value of 49.35 was greater than table value. Hence, the statement, Terrorism makes

students aggressive, was accepted.

94
Table 49 Terrorism makes students coward.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 7 38 22 26 7 100
(7.00) (38.00) (22.00) (26.00) (7.00) (100)
Students 66 73 86 126 99 450
(14.67) (16.22) (19.11) (28.00) (22.00) (100)
3.01 75.97
Parents 44 145 128 84 49 450
(9.78) (32.22) (28.44) (18.67) (10.89) (100)
Total 117 256 236 236 155 1000
(11.7) (25.6) (23.6) (23.6) (15.5) (100)

Table 49 reflects the split of responses i.e. about 25 percent disagreed but 24

percent of respondents were undecided and 23.6 were found agreed that terrorism

made students coward. It is clear from table that almost half of the students favoured

the statement.

95
Table 50 Terrorism makes students dishearten.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 13 14 53 16 100
(4.00) (13.00) (14.00) (53.00) (16.00) (100)
Students 42 39 90 165 114 450
(9.33) (8.67) (20.00) (36.67) (25.33) (100)
3.46 87.31
Parents 33 109 131 109 68 450
(7.33) (24.22) (29.11) (24.22) (15.11) (100)
Total 79 161 235 327 198 1000
(7.9) (16.1) (23.5) (32.7) (19.8) (100)

Table 50 shows that about 53 percent respondents were found agreed but

about 23 percent were undecided that terrorism made students dishearten. Bar chart

and mean score of 3.4 also favoured. The value of 49.35 was found greater than

table value. Hence, the statement, Terrorism makes students dishearten, was

accepted.

96
Table 51 Terrorism makes students criminals.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 13 21 46 15 100
(5.00) (13.00) (21.00) (46.00) (15.00) (100)
Students 27 36 47 197 143 450
(6.00) (8.00) (10.44) (43.78) (31.78) (100)
3.66 42.00
Parents 21 66 66 219 78 450
(4.67) (14.67) (14.67) (48.67) (17.33) (100)
Total 53 115 134 462 236 1000
(5.3) (11.5) (13.4) (46.2) (23.6) (100)

Table 51 reveals that majority of respondents (about 70 percent) agreed that

terrorism made students criminals. Bar chart and mean score of 3.66 also endorsed it.

The value of 42.00 was found greater than table value. Hence, the statement,

Terrorism makes students criminals, was accepted.

97
Table 52 Terrorism causes indiscipline in the students.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 21 14 49 13 100
(3.00) (21.00) (14.00) (49.00) (13.00) (100)
Students 32 54 96 178 90 450
(7.11) (12.00) (21.33) (39.56) (20.00) (100)
3.84 25.77
Parents 37 75 106 181 51 450
(8.22) (16.67) (23.56) (40.22) (11.33) (100)
Total 72 150 216 408 154 1000
(7.2) (15.0) (21.6) (40.8) (15.4) (100)

Table 52 shows that majority of respondents (about 56 percent) agreed that

terrorism caused indiscipline in the students. Bar chart and mean score of 3.84 also

endorsed the caption statement. The value of 25.77 was found greater than table

value. Hence, the statement, Terrorism causes indiscipline in the students, was

accepted.

98
Table 53 Terrorism makes students intolerant.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 10 16 20 45 9 100
(10.00) (16.00) (20.00) (45.00) (9.00) (100)
Students 56 55 80 169 90 450
(12.44) (12.22) (17.78) (37.56) (20.00) (100)
3.36 31.15
Parents 27 61 120 184 58 450
(6.00) (13.56) (26.67) (40.89) (12.89) (100)
Total 93 132 220 398 157 1000
(9.3) (13.2) (22.0) (39.8) (15.7) (100)

Table 53 indicates that majority of respondents (about 56 percent) agreed that

terrorism made students intolerant. Bar chart and mean score of 3.36 supported the

caption statement. The value of 31.15 was found greater than table value. Hence,

the statement, Terrorism makes students intolerant, was accepted.

99
Table 54 Terrorism makes students more caring about their country and nation.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 29 25 32 6 100
(8.00 (29.00) (25.00) (32.00) (6.00) (100)
Students 39 71 85 162 93 450
(8.67) (15.78) (18.89) (36.00) (20.67) (100)
3.24 37.39
Parents 29 85 137 121 78 450
(6.44) (18.89) (30.44) (26.89) (17.33) (100)
Total 76 185 247 315 177 1000
(7.6) (18.5) (24.7) (31.5) (17.7) (100)

Table 54 reflects that majority of students and parents agreed that terrorism

made students more caring about their country and nation. Those who did not respond

to this item were 24 percent. Bar chart and mean score certified the above statement.

The value of 37.39 was greater than table value. Hence, the caption statement could

be accepted in case of students and parents.

100
Table 55 Terrorism makes students sensitive.
Type of Response Frequency
Respondents Total Mean
SDA DA UD A SA
Teachers 3 34 21 33 9 100
(3.00) (34.00) (21.00) (33.00) (9.00)
Students 50 56 126 158 60 450
(11.11) (12.44) (28.00) (35.11) (13.33)
3.14 60.41
Parents 31 104 169 100 46 450
(6.89) (23.11) (37.56) (22.22) (10.22)
Total 84 194 316 291 115 1000
(8.4) (19.4) (31.6) (29.1) (11.5)

Table 55 reflects that 31.6 percent respondents remained undecided on this

item. Majority of the remaining agreed that terrorism made students sensitive. Bar

chart and mean score endorsed the situation. The value of 60.41 was found greater

than table value to provide justification to accept the caption statement.

101
Table 56 Terrorism affects the relations of the students with their class fellows.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 22 19 48 8 100
(3.00) (22.00) (19.00) (48.00) (8.00) (100)
Students 12 57 84 196 101 450
(2.67) (12.67) (18.67) (43.56) (22.44) (100)
3.54 22.08
Parents 12 56 114 193 75 450
(2.67) (12.44) (25.33) (42.89) (16.67) (100)
Total 27 135 217 437 184 1000
(2.7) (13.5) (21.7) (43.7) (18.4) (100)

Table 56 shows that majority of respondents (about 62 percent) agreed that

terrorism affected the relations of the students with their class fellows. Bar chart and

mean score of 3.54 supported the above statement. The value of 22.08 was found

greater than table value. Hence, the statement, Terrorism affects the relations of the

students with their class fellows, was accepted.

102
Table 57 Terrorism affects the attitude of students towards class mates.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 11 5 54 26 100
(4.00) (11.00) (5.00) (54.00) (26.00) (100)
Students 18 28 70 196 138 450
(4.00) (6.22) (15.56) (43.56) (30.67) (100)
3.84 22.36
Parents 23 54 48 209 116 450
(5.11) (12.00) (10.67) (46.44) (25.78) (100)
Total 45 93 123 459 280 1000
(4.5) (9.3) (12.3) (45.9) (28.0) (100)

Table 57 reflects that majority of respondents (about 74 percent) agreed that

terrorism affected the attitude of students towards class mates. Bar chart and mean

score of 3.84 endorsed the above statement. The value of 22.36 was found greater

than table value to justify the acceptance of caption statement.

103
Table 58: Students started sharing worries among themselves due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 9 19 48 16 100
(8.00) (9.00) (19.00) (48.00) (16.00) (100)
Students 24 35 87 139 165 450
(5.33) (7.78) (19.33) (30.89) (36.67) (100)
3.67 36.38
Parents 32 71 80 127 140 450
(7.11) (15.78) (17.78) (28.22) (31.11) (100)
Total 64 115 186 314 321 1000
(6.4) (11.5) (18.6) (31.4) (32.1) (100)

Table 58 shows that majority of respondents (about 64 percent) agreed that

students had started sharing worries among themselves due to terrorism. Bar chart and

mean score of 3.67 supported the above statement. The value of 36.38 was found

greater than table value. Therefore, Students started sharing worries among

themselves due to terrorism, was accepted.

104
Table 59 Co-curricular activities are affected by terrorism.
Type of Response Frequency
Respondents Total Mean
SDA DA UD A SA
Teachers 5 17 15 48 15 100
(5.00) (17.00) (15.00) (48.00) (15.00) (100)
Students 32 45 63 184 126 450
(7.11) (10.00) (14.00) (40.89) (28.00) (100)
3.60 30.83
Parents 17 71 83 203 76 450
(3.78) (15.78) (18.44) (45.11) (16.89) (100)
Total 54 133 161 435 217 1000
(5.4) (13.3) (16.1) (43.5) (21.7) (100)

Table 59 indicates that majority of respondents (about 65 percent) agreed that

co-curricular activities were affected by terrorism. Bar chart and mean score of 3.60

supported the above statement. The value of 30.83 was found greater than table

value. Hence, the statement, Co-curricular activities are affected by terrorism, was

accepted.

105
Table 60 Teachers Parents meeting are discouraged due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 18 9 48 21 100
(4.00) (18.00) (9.00) (48.00) (21.00) (100)
Students 18 45 49 189 149 450
(4.00) (10.00) (10.89) (42.00) (33.11) (100)
3.75 23.26
Parents 9 73 55 209 104 450
(2.00) (16.22) (12.22) (46.44) (23.11) (100)
Total 31 136 113 446 274 1000
(3.1) (13.6) (11.3) (44.6) (27.4) (100)

Table 60 shows that majority of respondents (about 72 percent) agreed that

Teachers Parents meeting were discouraged due to terrorism. Bar chart and mean

score endorsed the above statement. The value of 23.26 was greater than table

value. Therefore, the caption statement was accepted.

106
Table 61: Parents forbade their children to participate in co-curricular activities.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 10 10 58 18 100
(4.00) (10.00) (10.00) (58.00) (18.00) (100)
Students 30 30 48 210 132 450
(6.67) (6.67) (10.67) (46.67) (29.33) (100)
3.83 12.63
Parents 18 28 59 224 121 450
(4.00) (6.22) (13.11) (49.78) (26.89) (100)
Total 52 68 117 492 271 1000
(5.2) (6.8) (11.7) (49.2) (27.1) (100)

Table 61 shows that majority of respondents (about 76 percent) were found

agreed that parents forbade their children to participate in co-curricular activities. Bar

chart and mean score supported the statement, parents forbade their children to

participate in co-curricular activities.

107
Table 62 Sports activities/meena bazaars are suspended due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 24 7 49 17 100
(3.00) (24.00) (7.00) (49.00) (17.00)
Students 54 42 84 176 94 450
(12.00) (9.33) (18.67) (20.89)
(39.11) 3.48 33.81
Parents 44 53 95 179 79 450
(9.78) (11.78) (21.11) (39.78) (17.56)
Total 101 119 186 404 190 1000
(10.1) (11.9) (18.6) (40.4) (19.0)

Table 62 shows that majority of respondents (about 59 percent) agreed that

sports activities/meena bazaars were suspended due to terrorism. Bar chart and mean

score of 3.48 endorsed the above statement. The value of 33.81 was found greater

than table value, therefore, the statement, sports activities/meena bazaars were

suspended due to terrorism , was accepted.

108
Table 63 Students remain absent on sports day due to terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 19 6 55 18 100
(2.00) (19.00) (6.00) (55.00) (18.00) (100)
Students 23 36 81 185 125 450
(5.11) (8.00) (18.00) (41.11) (27.78) (100)
3.74 43.37
Parents 19 23 86 230 92 450
(4.22) (5.11) (19.11) (51.11) (20.44) (100)
Total 44 78 173 470 235 1000
(4.4) (7.8) (17.3) (47.0) (23.5) (100)

Table 63 shows that majority of respondents (above 71 percent) agreed that

students remained absent on sports day due to terrorism. Bar chart and mean score of

3.74 favoured the above statement. The value of 43.37 was found greater than table

value. Hence, the statement, students remained absent on sports day due to

terrorism, was accepted.

109
Table 64 Co-curricular activities are held in much restricted way due to
terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 15 8 54 20 100

( 3) (15) (8) (54) (20) (100)

Students 24 35 87 139 165 450
(5.33) (7.78) (19.33) (30.89) (36.67) (100) 3.83 27.98
Parents 32 71 80 127 140 450
(7.11) (15.78) (17.78) (28.22) (31.11) (100)
Total 59 121 175 320 325 1000
(5.9) (12.1) (17.5) (32.0) (32.5) (100)

Table 64 shows that majority of respondents (about 65 percent) agreed that co-

curricular activities were held in much restricted way. Bar chart and mean score of

3.83 favoured the statement. The value of 27.98 was found greater than table value,

therefore, the statement, Co-curricular activities are held in much restricted way due

to terrorism, was accepted.

110
Table 65 Students feel insecure to participate in co-curricular activities.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 8 17 44 23 100
(8.00) (8.00) (17.00) (44.00) (23.00) (100)
Students 30 42 48 139 191 450
(6.67) (9.33) (10.67) (30.89) (42.44) (100)
3.77 30.76
Parents 25 60 54 180 131 450
(5.56) (13.33) (12.00) (40.00) (29.11) (100)
Total 63 110 119 363 345 1000
(6.3) (11.0) (11.9) (36.3) (34.5) (100)

Table 65 shows that majority of respondents (about 71 percent) agreed that

students felt insecure to participate in co-curricular activities. Bar chart and mean

score endorsed the caption statement. The value of 30.76 was found greater than

table value. Hence, the statement, Students feel insecure to participate in co-

curricular activities, was accepted to be true.

111
Table 66 Poverty is one of the main causes of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 9 27 39 20 100
(5.00) (9.00) (27.00) (39.00) (20.00) (100)
Students 53 39 78 166 114 450
(11.78) (8.67) (17.33) (36.89) (25.33) (100)
3.46 31.36
Parents 60 73 93 153 71 450
(13.33) (16.22) (20.67) (34.00) (15.78) (100)
Total 118 121 198 358 205 1000
(11.8) (12.1) (19.8) (35.8) (20.5) (100)

Table 66 shows that majority of respondents (about 56 percent) agreed while

20 percent were found undecided that poverty was one of the main causes of

terrorism. Bar chart and mean score supported the above statement. The value of

31.36 was found greater than table value, therefore, the statement, Poverty is one of

the main causes of terrorism , was accepted to be based on evidence.

112
Table 67 Terrorism is caused by unemployment in the society.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 4 23 46 23 100
(4.00) (4.00) (23.00) (46.00) (23.00) (100)
Students 38 66 56 143 147 450
(8.44) (14.67) (12.44) (31.78) (32.67) (100)
3.70 28.88
Parents 37 51 64 183 115 450
(8.22) (11.33) (14.22) (40.67) (25.56) (100)
Total 79 121 143 372 285 1000
(7.9) (12.1) (14.3) (37.2) (28.5) (100)

Table 67 shows that majority of respondents (about 66 percent) agreed that

terrorism was caused by unemployment in the society. Bar chart and mean score

provided evidence. The value of 28.88 was found greater than table value.

Therefore, the caption statement, Terrorism is caused by unemployment in the

society, was accepted to be true.

113
Table 68 Religious extremism is the basic cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 15 12 52 18 100
(3.000 (15.00) (12.00) (52.00) (18.00) (100)
Students 17 12 65 186 170 450
(3.78) (2.67) (14.44) (41.33) (37.78) (100)
3.90 35.84
Parents 14 31 67 184 154 450
(3.11) (6.89) (14.89) (40.89) (34.22) (100)
Total 34 58 144 422 342 1000
(3.4) (5.8) (14.4) (42.2) (34.2) (100)

Table 68 shows that majority of respondents (about 76 percent) agreed that

religious extremism was the basic cause of terrorism. Bar chart and mean score

supported the above statement. The value of 35.84 provided sufficient evidence to

accept the statement, Religious extremism is the basic cause of terrorism .

114
Table 69 False interpretation of the Islamic ideas is the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 0 14 15 36 35 100
(-) (14.00 (15.00) (36.00) (35.00) (100)
Students 29 38 44 124 215 450
(6.44) (8.44) (9.78) (27.56) (47.78) (100)
4.02 31.53
Parents 14 22 68 136 210 450
(3.11) (4.89) (15.11) (30.22) (46.67) (100)
Total 43 74 127 296 460 1000
(4.3) (7.4) (12.7) (29.6) (46.0) (100)

Table 69 shows that majority of respondents (about 76 percent) agreed that

false interpretation of the Islamic ideas was the main cause of terrorism. Bar chart and

mean score strongly supported the above statement. The value of 31.53 was found

greater than table value, therefore, the statement, False interpretation of the Islamic

ideas is the main cause of terrorism, was accepted to be true.

115
Table 70 Lack of basic human rights in the area is the cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 7 25 29 36 3 100
(7.00) (25.00) (29.00) (36.00) (3.00) (100)
Students 62 47 102 123 116 450
(13.78) (10.44) (22.67) (27.33) (25.78) (100)
3.22 66.33
Parents 40 67 150 136 57 450
(8.89) (14.89) (33.33) (30.22) (12.67) (100)
Total 109 139 281 295 176 1000
(10.9) (13.9) (28.1) (29.5) (17.6) (100)

Table 70 reveals the split of responses i.e. about 47 percent agreed but 28

percent remained undecided that lack of basic human rights in the area was the cause

of terrorism. Because too many respondents checked the items as undecided the

results of even chi square may be misleading.

116
Table71 Foreign interference of intelligence agencies is the root cause of
terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 14 12 24 39 11 100
(14.00) (12.00) (24.00) (39.00) (11.00) (100)
Students 56 48 112 117 117 450
(12.44) (10.67) (24.89) (26.00) (26.00) (100)
3.26 31.09
Parents 61 62 132 134 61 450
(13.560 (13.78) (29.33) (29.78) (13.56) (100)
Total 131 122 268 290 189 1000
(13.1) (12.2) (26.8) (29.0) (18.9) (100)

Table 71 reflects the split of responses i.e. 50 percent teachers, 52 percent

students and about 43 percent parents were found to be agreed with the statement that

foreign interference of intelligence agencies was the root cause of terrorism Bar chart

and mean score endorsed it. The value of 31.09 also favoured the caption statement

to be true.

117
Table 72 Presence of tribal belt in the country is the basic cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 16 25 35 15 100
(9.00) (16.00) (25.00) (35.00) (15.00) (100)
Students 70 68 121 113 78 450
(15.56) (15.11) (26.89) (25.11) (17.33) (100)
3.15 34.11
Parents 55 70 181 103 41 450
(12.22) (15.56) (40.22) (22.89) (9.11) (100)
Total 134 154 327 251 134 1000
(13.4) (15.4) (32.7) (25.1) (13.4) (100)

Table 72 reveals that 50 percent teachers, 42 percent students and only 32

percent parents were found of the opinion that presence of tribal belt in the country

was the basic cause of terrorism. The respondents who checked this item as

undecided were 33 percent. The bar chart and mean score supported the above

finding. Though value of 34.11 was found greater than table value, even then the

opinion of the respondents was found divided on the caption statement.

118
Table 73 Unidentified Pak-Afghan border is the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 18 13 43 25 1 100
(18.00) (13.00) (43.00) (25.00) (1.00) (100)
Students 59 45 143 125 78 450
(13.11) (10.00) (31.78) (27.78) (17.33) (100)
3.03 50.72
Parents 48 92 133 137 40 450
(10.67) (20.44) (29.56) (30.44) (8.89) (100)
Total 125 150 319 287 119 1000
(12.5) (15.0) (31.9) (28.7) (11.9) (100)

Table 73 shows that only about 40 percent respondents favoured the caption

statement that unidentified Pak-Afghan border was the main cause of terrorism. The

respondents who remained undecided were found 31.9 percent. The value of 50.72

was found significant. If the number of undecided responses was excluded then the

caption statement could be accepted to be true.

119
Table 74 Post Afghan Russia war groups are flourishing the terrorist activities.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 8 31 35 24 100
(2.00) (8.00) (31.00) (35.00) (24.00) (100)
Students 36 21 130 129 134 450
(8.00) (4.67) (28.89) (28.67) (29.78) (100)
3.74 17.3
Parents 18 29 115 132 156 450
(4.00) (6.44) (25.56) (29.33) (34.67) (100)
Total 56 58 276 296 314 1000
(5.6) (5.8) (27.6) (29.6) (31.4) (100)

Table 74 indicates that the majority of respondents (61 percent) agreed that

Post afghan Russia war groups were flourishing the terrorist activities. Bar chart and

mean score endorsed the caption statement. The value also supported the caption

statement to be accepted as true.

120
Table 75 Pakistani agencies are the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 10 18 32 38 2 100
(10.00) (18.00) (32.00) (38.00) (2.00) (100)
Students 54 43 139 136 78 450
(12.00) (9.56) (30.89) (30.22) (17.33) (100)
3.15 46.98
Parents 36 90 161 121 42 450
(8.00) (20.00) (35.78) (26.89) (9.33) (100)
Total 100 151 332 295 122 1000
(10.0) (15.1) (33.2) (29.5) (12.2) (100)

Table 75 shows that 33 percent respondents remained undecided because the

issue was very sensitive. On excluding the undecided respondents the majority of

respondents were found of the opinion that Pakistani agencies were the main cause of

terrorism. The value of 46.98 was, therefore, found to be significant to support the

caption statement to be accepted as true.

121
Table 76 Hippocratic role of the United Nation is the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 13 20 30 32 5 100
(13.00) (20.00) (30.00) (32.00) (5.00) (100)
Students 27 35 74 181 133 450
(6.00) (7.78) (16.44) (40.22) (29.56) (100)
3.47 76.18
Parents 15 58 72 228 77 450
(3.33) (12.89) (16.00) (50.67) (17.11) (100)
Total 55 113\ 176 441 215 1000
(5.5) (11.3) (17.6) (44.1) (21.5) (100)

Table 76 shows that majority of respondents (about 66 percent) agreed that

Hippocratic role of the United Nation was the main cause of terrorism. Bar chart and

mean score of 3.47 endorsed the above statement. The value of 76.18 was found

greater than table value. Hence, the statement, Hippocratic role of the United Nation

is the main cause of terrorism, was accepted to be true.

122
Table 77 NGOs funded by Islamic countries are promoting militancy in the area.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 14 15 37 32 2 100
(14.00) (15.00) (37.00) (32.00) (2.00) (100)
Students 74 23 111 135 107 450
(16.44) (5.11) (24.67) (30.00) (23.78) (100)
3.20 46.71
Parents 52 51 143 126 78 450
(11.56) (11.33) (31.78) (28.00) (17.33) (100)
Total 140 89 291 293 187 1000
(14.0) (8.9) (29.1) (29.3) (18.7) (100)

Table 77 reflects 29 percent respondents remained undecided as the item was

very sensitive. Excluding the undecided the majority of the remaining respondents

were found of the opinion that NGOs being funded by Islamic countries were

promoting militancy in the area. Bar chart and mean score endorsed the above

statement. The value of 46.71 was found greater than table value which provided

sufficient evidence for the acceptance of caption statement.

123
Table 78 Groups are promoting terrorist culture to influence Governments to
take desired advantages.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 13 15 38 28 6 100
(13.00) (15.00) (38.00) (28.00) (6.00) (100)
Students 98 63 113 113 63 450
(21.78) (14.00) (25.11) (25.11) (14.00) (100)
2.96 23.68
Parents 74 71 160 104 41 450
(16.44) (15.78) (35.56) (23.11) (9.11) (100)
Total 185 149 311 245 110 1000
(18.5) (14.9) (31.1) (24.5) (11.0) (100)

Table 78 shows that 31 percent respondents avoided to respond to this item.

No significant conclusion could be drawn whether the respondents agreed or
disagreed to the statement that groups were promoting terrorist culture to influence
Governments to take desired advantages.

124
Table 79 Government is promoting terrorism groups to get millions of foreign
aid.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 16 30 32 21 1 100
(16.00) (30.00) (32.00) (21.00) (1.00) (100)
Students 92 69 134 104 51 450
(20.44) (15.33) (29.78) (23.11) (11.33) (100)
2.82 40.13
Parents 53 105 158 75 59 450
(11.78) (23.33) (35.11) (16.67) (13.11) (100)
Total 161 204 324 200 111 1000
(16.1) (20.4) (32.4) (20.0) (11.1) (100)

Table 79 reveals that 32.4 percent respondents remained undecided. Majority

of the remaining respondents did not favour the statement that Government was

promoting terrorism groups to get millions of foreign aid. The mean score of 2.82

which is less than 3.00 also supported the negative responses. Though value of

40.13 was found significant, but not in favour of the caption statement.

125
Table 80 Taliban are promoting terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 21 23 28 26 2 100
(21.00) (23.00) (28.00) (26.00) (2.00)
Students 131 74 98 78 69 450
(29.11) (16.44) (21.78) (17.33) (15.33)
2.23 1.01
Parents 136 152 113 31 18 450
(30.22) (33.78) (25.11) (6.89) (4.00)
Total 288 249 239 135 89 1000
(28.8) (24.9) (23.9) (13.5) (8.9)

Table 80 shows that majority of respondents (about 54 percent) were found

disagreed with the statement that Taliban were promoting terrorism. Bar chart, mean

score and even the value of chi square provided sufficient evidence that the caption

statement, Taliban were promoting terrorism, could be rejected.

126
Table 81 Curriculum taught in the religious madrasas is promoting terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 23 30 32 7 100
(8.00) (23.00) (30.00) (32.00) (7.00) (100)
Students 41 45 129 137 98 450
(9.11) (10.00) (28.67) (30.44) (21.78) (100)
3.12 75.78
Parents 80 109 108 110 43 450
(17.78) (24.22) (24.00) (24.44) (9.56) (100)
Total 129 177 267 279 148 1000
(12.9) (17.7) (26.7) (27.9) (14) (100)

Table 81 indicates that majority of respondents i.e. about 42 percent were

found to be agreed while about 27 percent of the respondents were undecided to

respond to the item. So it appeared to be difficult to decide whether the statement

curriculum taught in the religious madrasas was promoting terrorism, could be

declared as acceptable or not. Despite fact the value of 75.78 was found significant.

127
Table 82 Intolerance towards other religious sects is the basic cause of
terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 6 10 22 43 19 100
(6.00) (10.00) (22.00) (43.00) (19.00) (100)
Students 21 40 62 171 156 450
(4.67) (8.89) (13.78) (38.09) (34.67) (100)
3.78 18.84
Parents 24 33 52 209 132 450
(5.33) (7.33) (11.56) (46.44) (29.33) (100)
Total 51 83 136 423 307 1000
(5.1) (8.3) (13.6) (42.3) (30.7) (100)

Table 82 shows that majority of respondents (about 73 percent) were found to

be agreed that intolerance towards other religious sects was the basic cause of

terrorism. Bar chart and mean score of 3.78 endorsed the above statement. The

value of 18.84 was found greater than table value. Hence, the caption statement was

accepted.

128
Table 83 Brutal activities against the Muslims all over the world are causing
terrorism to take revenge from the ally forces.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 10 14 49 25 100
(2.00) (10.00) (14.00) (49.00) (25.00) (100)
Students 11 21 83 153 182 450
(2.44) (4.67) 18.44 (34.00) (40.44) (100)
3.97 19.85
Parents 12 32 59 181 166 450
(2.67) (7.11) 13.11 (40.22) (36.89) (100)
Total 25 63 156 383 373 1000
(2.5) (6.3) (15.6) (38.3) (37.3) (100)

Table 83 reveals that majority of respondents (about 76 percent) were found to

be agreed that Brutal activities against the Muslims all over the world are causing

terrorism to take revenge from the ally forces. Bar chart and mean score supported the

above statement. The value of 18.84 also supported the statement, Brutal activities

against the Muslims all over the world are causing terrorism to take revenge from the

ally forces, to be accepted.

129
Table 84 Increasing influence of America in the area is promoting terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 18 34 37 9 100
(2.00) (18.00) (34.00) (37.00) (9.00) (100)
Students 11 38 86 180 135 450
(2.44) (8.44) (19.11) (40.00) (30.00) (100)
3.60 41.45
Parents 21 46 129 147 107 450
(4.67) (10.22) (28.67) (32.67) (23.78) (100)
Total 34 102 249 364 251 1000
(3.4) (10.2) (24.9) (36.4) (25.1) (100)

Table 84 reflects that majority of respondents (about 62 percent) were found

to be agreed that increasing influence of America in the area was promoting terrorism.

Bar chart and mean score provided evidence in favour of the above statement. The

value as 42.45 was found significant to support the statement, Increasing influence

of America in the area was promoting terrorism.

130
Table 85: Tribal area remained the battlefield for Great War in the history is one
of the main causes of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 7 29 28 30 6 100
(7.00) (29.00) (28.00) (30.00) (6.00) (100)
Students 23 36 74 181 136 450
(5.11) (8.00) (16.44) (40.22) (30.22) (100)
3.47 72.95
Parents 15 53 119 175 88 450
(3.33) (11.78) (26.44) (38.89) (19.56) (100)
Total 45 118 221 386 230 1000
(4.5) (11.8) (22.1) (38.6) (23.0) (100)

Table 85 shows that majority of respondents (about 62 percent) were found to

be agreed that tribal area remained the battlefield for Great War in the history was one

of the main causes of terrorism. Bar chart and mean score endorsed the above

statement. The value of 72.95, being significant provided sufficient evidence in

support of caption statement.

131
Table 86 Tribal hospitality (customs) is favoring the terrorist groups.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 18 20 35 18 100
(9.00) (18.00) (20.00) (35.00) (18.00) (100)
Students 20 36 65 167 162 450
(4.44) (8.00) (14.44) (37.11) (36.00) (100)
3.68 71.37
Parents 3 54 68 236 89 450
(0.67) (12.00) (15.11) (52.44) (19.78) (100)
Total 32 108 153 438 269 1000
(3.2) (10.8) (15.3) (43.8) (26.9) (100)

Table 86 shows that majority of respondents (about 71 percent) were found

agreed that tribal hospitality (customs) was favoring the terrorist groups. Bar chart

and mean score of 3.68 favored the above statement. The value of 71.37 was found

greater than table value. Hence, the statement, tribal hospitality (customs) was

favoring the terrorist groups, was accepted to be true.

132
Table 87 Security situation in the country is handling terrorist activities
properly.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 8 16 24 40 12 100
(8.00) (16.00) (24.00) (40.00) (12.00) (100)
Students 18 41 55 157 179 450
(4.00) (9.11) (12.22) (34.89) (39.78) (100)
3.67 14.63
Parents 9 49 91 202 99 450
(2.00) (10.89) (20.22) (44.89) (22.00) (100)
Total 35 106 170 399 290 1000
(3.5) (10.6) (17.0) (39.9) (29.0) (100)

Table 87 indicates that majority of respondents (about 69 percent) were found

to have been agreed that security situation in the country was handling terrorist

activities properly. Bar chart and mean score of 3.67 endorsed the caption statement.

The value of 14.63 was found insignificant to support the caption statement.

133
Table 88 Lack of modern technologies is the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 6 13 43 34 100
(4.00) (6.00) (13.00) (43.00) (34.00) (100)
Students 32 32 62 126 198 450
(7.11) (7.11) (13.78) (28.00) (44.00) (100)
3.99 43.62
Parents 3 35 60 191 161 450
(0.67) (7.78) (13.33) (42.44) (35.78) (100)
Total 39 73 135 360 393 1000
(3.9) (7.3) (13.5) (36.0) (39.3) (100)

Table 88 shows that majority of respondents (about 75 percent) were found to

have been agreed that lack of modern technologies was the main cause of terrorism.

Bar chart and mean score endorsed the above statement. The value of 43.62 was

found greater than table value, therefore, the statement, Lack of modern technologies

was the main cause of terrorism, was accepted as true.

134
Table 89 Drone attacks are promoting terrorism in the areas.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 4 12 22 40 22 100
(4.00) (12.00) (22.00) (40.00) (22.00) (100)
Students 37 48 94 122 149 450
(8.22) (10.67) (20.89) (27.11) (33.11) (100)
3.54 52.34
Parents 41 50 148 144 67 450
(9.11) (11.11) (32.89) (32.00) (14.89) (100)
Total 82 110 264 306 238 1000
(8.2) (11.0) (26.4) (30.6) (23.8) (100)

Table 89 shows that majority of respondents (about 54 percent), despite the

fact that 26 percent respondent remained undecided, were found to be agreed that

drone attacks were promoting terrorism in the areas. Bar chart and mean score

supported the above statement. The value of 52.34 was found significant verified

the caption statement to be true.

135
Table 90 Social injustice is the main cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 15 30 43 9 100
(3.00) (15.00) (30.00) (43.00) (9.00) (100)
Students 68 58 92 110 122 450
(15.11) (12.89) (20.44) (24.44) (27.11) (100)
3.35 42.61
Parents 57 58 104 152 79 450
(12.67) (12.89) (23.11) (33.78) (17.56) (100)
Total 128 131 226 305 210 1000
(12.8) (13.1) (22.6) (30.5) (21.0) (100)

Table 90 reflects that about 23 percent responded remained undecided, even

the about 52 percent of the respondents were found to be agreed that social injustice

was the main cause of terrorism. Bar chart and mean score justified the statement. The

value of 42.61 was greater than table value, therefore, the statement, Social

injustice was the main cause of terrorism, was accepted.

136
Table 91 Pakistani foreign policy and agencies activities in neighboring
countries are promoting terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 7 24 49 15 100
(5.00) (7.00) (24.00) (49.00) (15.00) (100)
Students 36 50 100 105 159 450
(8.00) (11.11) (22.22) (23.33) (35.33) (100)
3.67 42.71
Parents 27 38 92 172 121 450
(6.00) (8.44) (20.44) (38.22) (26.89) (100)
Total 68 95 216 326 295 1000
(6.8) (9.5) (21.6) (32.6) (29.5) (100)

Table 91 reflects that about 62 percent of the respondents were found to be

agreed that Pakistani foreign policy and agencies activities in neighboring countries

were promoting terrorism. Bar chart and mean score supported the statement. The

value of 42.71 was significant enough to justify the caption statement, Pakistani

foreign policy and agencies activities in neighboring countries are promoting

terrorism.

137
Table 92 Common Perception that Pakistani forces are allied forces of America
is causing terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 1 3 16 50 30 100
(1.00) (3.00) (16.00) (50.00) (30.00) (100)
Students 26 36 69 153 166 450
(5.78) (8.00) (15.33) (34.00) (36.89) (100)
3.95 28.00
Parents 17 41 43 207 142 450
(3.78) (9.11) (9.56) (46.00) (31.56) (100)
Total 44 80 128 410 338 1000
(4.4) (8.0) (12.8) (41.0) (33.8) (100)

Table 92 reveals that majority of respondents (about 75 percent) were found to

be agreed that common perception that Pakistani forces are allied forces of America

was causing terrorism. Bar chart and mean score were found in favor of above

statement. The value of 28.00 also supported the caption statement, Common

Perception that Pakistani forces are allied forces of America is causing terrorism.

138
Table 93 Hatred against America is one of the causes of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 3 8 26 52 11 100
(3.00) (8.00) (26.00) (52.00) (11.00) (100)
Students 39 62 113 107 129 450
(8.67) (13.78) (25.11) (23.78) (28.67) (100)
3.50 55.46
Parents 29 53 151 142 75 450
(6.44) (11.78) (33.56) (31.56) (16.67) (100)
Total 71 123 290 301 215 1000
(7.1) (12.3) (29.0) (30.1) (21.5) (100)

Table 93 shows that though 29 percent respondents remained undecided, even

then about 52 percent were found agreed hatred against America was one of the

causes of terrorism. Bar chart and mean score of 3.50 endorsed the statement. The

value of 55.46 was greater than table value. Hence, the caption statement, Hatred

against America is one of the causes of terrorism, was accepted.

139
Table 94 Afghan people are mostly involved in the terrorist activities.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 11 22 34 23 10 100
(11.00) (22.00) (34.00) (23.00) (10.00) (100)
Students 60 62 111 115 102 450
(13.33) (13.78) (24.67) (25.56) (22.67) (100)
3.08 85.71
Parents 73 72 121 168 16 450
(16.22) (16.00) (26.89) (37.33) (3.56) (100)
Total 144 156 266 306 128 1000
(14.4) (15.6) (26.6) (30.6) (12.8) (100)

Table 94 shows that about 27 percent responded remained undecided.

Majority of the remaining respondents (about 43 percent) were found to be agreed

that Afghan people were mostly involved in the terrorist activities. Bar chart and

mean score endorsed it. Even the value of 85.71 was found significant to justify the

caption statement, Afghan people are mostly involved in the terrorist activities.

140
Table 95 Deeni madaras (religious schools) are the safe shelters of terrorists.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 23 19 49 7 100
(2.00) 23.00 (19.00) (49.00) (7.00) (100)
Students 41 55 103 131 120 450
(9.11) 12.22 (22.89) (29.11) (26.67) (100)
3.42 49.85
Parents 40 66 92 183 69 450
(8.89) (14.67) (20.44) (40.67) (15.33) (100)
Total 83 144 214 363 196 1000
(8.3) (14.4) (21.4) (36.3) (19.6) (100)

Table 95 shows that majority of respondents (about 56 percent) were found

agreed that deeni madaras (religious) were the safe shelters of terrorists. Bar chart

and mean score supported the above statement. The value of 49.85 was found

greater than table value, therefore, the caption statement, Deeni madaras (religious

schools) are the safe shelters of terrorists , was accepted.

141
Table 96 Promotion of Jihad culture in the Martial Law regime is major cause of
terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 8 26 47 14 100
(5.00) (8.00) (26.00) (47.00) (14.00) (100)
Students 54 51 136 100 109 450
(12.00) (11.33) (30.22) (22.22) (24.22) (100)
3.31 50.23
Parents 78 61 147 100 64 450
(17.33) (13.56) (32.67) (22.22) (14.22) (100)
Total 137 120 309 247 187 1000
(13.7) (12.0) (30.9) (24.7) (18.7) (100)

Table 96 reflects that 31 percent sample did not respond to this item. The

remaining 43 percent were found agreed that promotion of jihad culture in the Martial

Law regime was root cause of terrorism. Bar chart and mean score favoured the

statement. The value of 50.23 was significant enough to favour the caption

statement, Promotion of Jihad culture in the Martial Law regime is major cause of

terrorism.

142
Table 97 Military operation in the tribal belt is main cause of increasing terrorist
activities.
Type of Response Frequency
Respondents Total Mean
SDA DA UD A SA
Teachers 7 7 38 35 13 100
(7.00) (7.00) (38.00) (35.00) (13.00) (100)
Students 9 33 57 170 181 450
(2.00) (7.33) (12.67) (37.78) (40.22) (100)
3.81 66.56
Parents 16 44 62 137 191 450
(3.56) (9.78) (13.78) (30.44) (42.44) (100)
Total 32 84 157 342 385 1000
(3.2) (8.4) (15.7) (34.2) (38.5) (100)

Table 97 shows that majority of respondents (about 72 percent) were found

agreed that Military operation in the tribal belt was main cause of increasing terrorist

activities. Bar chart and mean score of 3.81 supported the statement. The value of

66.56 was found greater than table value, therefore, the statement, Military operation

in the tribal belt is main cause of increasing terrorist activities, was accepted.

143
Table 98 Al-Qaida is basic root cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 1 14 24 41 20 100
(1.00) (14.00) (24.00) (41.00) (20.00) (100)
Students 41 54 85 145 125 450
(9.11) (12.00) (18.89) (32.22) (27.78) (100)
3.63 32.48
Parents 18 46 95 201 90 450
(4.00) (10.22) (21.11) (44.67) (20.00) (100)
Total 60 114 204 387 235 1000
(6.0) (11.4) (20.4) (38.7) (23.5) (100)

Table 98 reveals that majority of respondents (about 62 percent) were found to

be agreed that Al-Qaida was basic root cause of terrorism. The statement was

supported by bar chart and mean score. The value of 32.48, being significant,

supported the caption statement.

144
Table 99 America is main terrorist promoting country.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 19 6 55 18 100
(2.00) (19.00) (6.00) (55.00) (18.00) (100)
Students 23 36 81 185 125 450
(5.11) (8.00) (18.00) (41.11) (27.78) (100)
3.73 43.37
Parents 19 23 86 230 92 450
(4.22) (5.11) (19.11) (51.11) (20.44) (100)
Total 44 78 173 470 235 1000
(4.4) (7.8) (17.3) (47.0) (23.5) (100)

Table 99 shows that majority of respondents (about 70 percent) were found

agreed that America was main terrorist promoting country. The above statement was

endorsed by bar chart and mean score. The value of 43.37 supported the caption

statement.

145
Table 100 Lack of political will is encouraging terrorists to flourish.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 17 33 34 7 100
(9.00) (17.00) (33.00) (34.00) (7.00) (100)
Students 44 79 71 125 131 450
(9.78) (17.56) (15.78) (27.78) (29.11) (100)
3.37 59.99
Parents 29 65 80 198 78 450
(6.44) (14.44) (17.78) (44.00) (17.33) (100)
Total 82 161 184 357 216 1000
(8.2) (16.1) (18.4) (35.7) (21.6) (100)

Table 100 shows that majority of respondents (about 57 percent) were found

agreed that lack of political will was encouraging terrorists to flourish. Bar chart,

mean score and value of 59.33 supported the statement, Lack of political will is

encouraging terrorists to flourish.

146
Table 101 Some Islamic countries are funding terrorist groups.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 11 11 21 39 18 100
(11.00) (11.00) (21.00) (39.00) (18.00) (100)
Students 38 39 107 152 114 450
(8.44) (8.67) (23.78) (33.78) (25.33) (100)
3.52 44.2
Parents 9 68 109 192 72 450
(2.00) (15.11) (24.22) (42.67) (16.00) (100)
Total 58 118 237 383 204 1000
(5.8) (11.8) (23.7) (38.3) (20.4) (100)

Table 101 shows that majority of respondents (about 59 percent) were found

agreed some Islamic countries were funding terrorist groups. Bar chart, mean score of

3.52 and even the value of 44.2 supported the caption statement, Some Islamic

countries are funding terrorist groups.

147
Table 102 Perception that suicide bombing is the shortcut to Heaven is one of the
main causes of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 0 13 18 57 12 100
(-) (13.00) (18.00) (57.00) (12.00) (100)
Students 20 30 95 200 105 450
(4.44) (6.67) (21.11) (44.44) (23.33) (100)
3.86 23.99
Parents 15 50 97 217 71 450
(3.33) (11.11) (21.56) (48.22) (15.78) (100)
Total 35 93 210 474 188 1000
(3.5) (9.3) (21.0) (47.4) (18.8) (100)

Table 102 shows that majority of respondents (about 66 percent) were found

agreed that perception that suicide bombing is the shortcut to Heaven was one of the

main causes of terrorism. Bar chart, mean score of 3.86 and even value of 23.99

supported the caption statement.

148
Table 103 Lack of public awareness against terrorism is promoting it.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 0 7 16 60 17 100
(-) (7.00) (16.00) (60.00) (17.00) (100)
Students 15 41 80 183 131 450
(3.33) (9.11) (17.78) (40.67) (29.11) (100)
3.84 24.44
Parents 6 37 86 226 95 450
(1.33) (8.22) (19.11) (50.22) (21.11) (100)
Total 21 85 182 469 243 1000
(2.1) (8.5) (18.2) (46.9) (24.3) (100)

Table 103 reveals that majority of respondents (about 71 percent) were found

to be agreed that lack of public awareness against terrorism is causing terrorism. It

was endorsed by bar chart and mean score of 3.84. The value of 24.44 was found

greater than table value, therefore, the caption statement, Lack of public awareness

against terrorism is promoting it, was accepted.

149
Table 104: People avoid discussion about terrorism due to fear of terrorists.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 0 24 17 35 24 100
(-) (24.00) (17.00) (35.00) (24.00) (100)
Students 27 53 80 182 108 450
(6.00) (11.78) (17.78) (40.44) (24.00) (100)
3.65 33.1
Parents 12 45 88 220 85 450
(2.67) (10.00) (19.56) (48.89) (18.89) (100)
Total 39 122 185 437 217 1000
(3.9) (12.2) (18.5) (43.7) (21.7) (100)

Table 104 reflects that about 65 percent were found agreed that people

avoided discussion about terrorism due to fear of terrorists. Bar chart and mean score

of 3.65. The value of 33.1 was found greater than table value. Hence, the caption

statement, People avoid discussion about terrorism due to fear of terrorists, was

accepted to be true.

150
Table 105 Ignorance is the basic cause of terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 18 20 35 18 100
(9.00) (18.00) (20.00) (35.00) (18.00) (100)
Students 20 36 65 167 162 450
(4.44) (8.00) (14.44) (37.11) (36.00) (100)
3.45 45.43
Parents 3 54 68 236 89 450
(0.67) (12.00) (15.11) (52.44) (19.78) (100)
Total 32 108 153 438 269 1000
(3.2) (10.8) (15.3) (43.8) (26.9) (100)

Table 105 indicates that majority of respondents (about 61 percent) were

found agreed that ignorance was the basic cause of terrorism. It was supported by bar

chart and mean score of 3.45. The value of 45.43 was found greater than table

value, therefore, the caption statement, Ignorance is the basic cause of terrorism,

was accepted.

151
Table 106 Greed for money is causing terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 9 18 25 42 6 100
(9.00) (18.00) (25.00) (42.00) (6.00) (100)
Students 23 33 150 166 78 450
(5.11) (7.33) (33.33) (36.89) (17.33) (100)
3.38 35.66
Parents 28 64 134 128 96 450
(6.22) (14.22) (29.78) (28.44) (21.33) (100)
Total 60 115 309 336 180 1000
(6.0) (11.5) (30.9) (33.6) (18.0) (100)

Table 106 shows that 31 percent respondents remained undecided. Majority of

remaining respondents (about 52 percent) were found agreed that greed for money

was causing terrorism. Bar chart and mean score of 3.38 endorsed the statement. The

value of 35.66 was found significant enough to justify the statement, Greed for

money is causing terrorism, to be true.

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Table 107 Ethnic groups are promoting terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 6 10 22 43 19 100
(6.00) (10.00) (22.00) (43.00) (19.00) (100)
Students 21 40 62 171 156 450
(4.67) (8.89) (13.78) (38.09) (34.67) (100)
3.74 18.91
Parents 24 33 52 209 132 450
(5.33) (7.33) (11.56) (46.44) (29.33) (100)
Total 51 83 136 423 307 1000
(5.1) (8.3) (13.6) (42.3) (30.7) (100)

Table 107 reveals that majority of respondents (about 73 percent) were found

to have been agreed that ethnic groups were promoting terrorism. It was also

supported by bar chart and mean score of 3.74. The value of 18.91 was found

greater than table value, therefore, the statement, Ethnic groups are promoting

terrorism, was accepted.

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Table 108 Drug sellers are causing terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 7 9 27 39 18 100
(7.00) (9.00) (27.00) (39.00) (18.00) (100)
Students 42 54 59 181 114 450
(9.33) (12.00) (13.11) (40.22) (25.33) (100)
3.77 36.13
Parents 26 52 59 209 104 450
(5.78) (11.56) (13.11) (46.44) (23.11) (100)
Total 75 115 145 429 236 1000
(7.5) (11.5) (14.5) (42.9) (23.6) (100)

Table 108 shows that majority of respondents (about 67 percent) were found

agreed that drug sellers were causing terrorism. Bar chart and mean score of 3.77

favoured the above statement. The value of 36.13 was significant to favour the

caption statement, Drug sellers are causing terrorism.

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Table 109: Kidnappers are terrorists.

Type of Response Frequency

Respondents Mean
SDA DA UD A SA Total
Teachers 0 6 3 43 48 100
(-) (6.00) (3.00) (43.0) (48.0) (100)
Students 21 42 23 151 213 450
(4.67) (9.33) (5.11) (33.56) (47.33) (100)
4.23 71.91
Parents 10 11 17 218 194 450
(2.22) (2.44) (3.78) (48.44) (43.11) (100)
Total 31 59 43 412 455 1000
(3.1) (5.9) (4.3) (41.2) (45.5) (100)

Table 109 reflects that majority of respondents (about 87 percent) agreed that

kidnappers were terrorists. It was also supported by bar chart and mean score of 4.23.

The value of 71.91 was found greater than table value. Hence, the statement,

Kidnappers are terrorists, was accepted to be based on evidence.

155
Table 110 Reaction against Lal Masjid (Red Mosque) incident increased
terrorism.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 5 13 21 46 15 100
(5.00) (13.00) (21.00) (46.00) (15.00) (100)
Students 27 36 47 197 143 450
(6.00) (8.00) (10.44) (43.78) (31.78) (100)
3.65 43.5
Parents 21 66 66 219 78 450
(4.67) (14.67) (14.67) (48.67) (17.33) (100)
Total 53 115 134 462 236 1000
(5.3) (11.5) (13.4) (46.2) (23.6) (100)

Table 110 shows that majority of respondents (about 70 percent) were found

agreed that reaction against Lal Masjid (Red Mosque) incident increased terrorism.

Bar chart and mean score of 3.65 favoured the above statement. The value of 43.5

was significant enough to support the caption statement.

156
Table 111 Terrorism increased due to 9/11 incident.

Type of Response Frequency

Respondents Total Mean
SDA DA UD A SA
Teachers 2 8 31 35 24 100
(2.00) (8.00) (31.00) (35.00) (24.00)
Students 36 21 130 129 134 450
(8.00) (4.67) (28.89) (28.67) (29.78)
3.74 17.3
Parents 18 29 115 132 156 450
(4.00) (6.44) (25.56) (29.33) (34.67)
Total 1000
56 58 276 296 314
(5.6) (5.8) (27.6) (29.6) (31.4)

Table 111 reflects that majority of respondents (about 61 percent) agreed that

terrorism increased due to 9/11 incident. The above statement was endorsed by bar

chart and mean score of 3.74. The value 17.3 was found greater than table value.

Hence, the caption statement, Terrorism increased due to 9/11 incident, was

accepted.

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 DISCUSSION

The major purpose of the study was to investigate the Impact of terrorism on

the learning behavior of secondary school students in Khyber Pakhtunkhwa. For that

purpose the data was collected from teachers, parents and students. On many aspects

the views of the stakeholders were similar but on few aspects there was difference of

opinion. Average views were in favour of the thesis that terrorism adversely affected

the learning behaviour of the students. All the stakeholders were found worried about

future of the students regarding their quality education. Few of the factors have been

discussed in the following lines.

Majority of respondents (about 92 percent) were found of the view that

terrorism caused fear among students. The chi-square was applied to ascertain the

impact of terrorism on the students learning behaviour and the value of 26.34

which was greater than table value, proved that Terrorism causes fear among

students.

It was found very common that teachers discussed terrorism in the classroom.

This was supported by 88 percent respondents and endorsed by the value of 18.04.

The mean score of 4.16 and bar chart also supported the point of view of the

respondents.

Teachers were found trying their level best to prepare the students to face the

situation created due to terrorism. This statement was supported by 80 percent

respondents and endorsed by value of 85.75 and bar chart. According to 86 percent

158
respondents the fear was being created by frequent sirens of police vans and

ambulances. According to 84 percent respondents news about school blasting here

and there, especially in the province also caused fear among the students.

As many as 85 percent respondents expressed their views that schools got

threats from the terrorists. The value of 42.33 on this item of the questionnaire

supported the respondents opinion. Another factor affecting the learning behaviour

was the frequent drone attacks. Such feelings were expressed by 82 percent

respondents and verified by a chi square value of 31.71 which was found greater than

table value.

The media was playing its role in creating awareness about the terrorists and

their activities. It was expressed by 82 percent respondents endorsed by value of

20.45 which was greater than table value. The fact that mobile phone provided an

opportunity to contact parents at home during terrorism, was favoured by 75 percent

respondents. It shows the usability of the mobile phones. At the same time about 74

percent respondents expressed their opinion that school looked to be a jail due to

extraordinary security measures taken by school authorities.

About 85 percent respondents expressed that parents prayed for children and

remained worried till they came back to home from school. This situation shows that

the parents wanted their children to continue their education in any sort of

circumstances. But they were avoiding to take their children to parks for recreation. It

159
was expressed by majority of the respondents. Majority of the respondents expressed

their opinion that terrorism affected learning process of students.

The courses remained incomplete due to terrorism, was opined by majority of

the respondents. The statement was endorsed by value of 62.51 which was greater

than the table value. As many as 70 percent respondents agreed that precious time of

students was wasted in schools destroyed by blasts. The majority of respondents

expressed that terrorists mostly instigated students to become suicide bombers.

Majority of respondents (above 88 percent) agreed that the performance of

students was being affected due to insecure environment of the schools. This is also

found in favour of the thesis that learning behaviour of the students was being

adversely affected by terrorism. Religious scholars were found playing their role to

overcome terrorism, this view was expressed by 84 percent respondents. At the same

time majority of respondents agreed that religious extremists were motivating teen

agars towards terrorism.

As many as 84 percent respondents held the terrorism responsible for the low

attendance of the students in terrorism affected schools. The majority of respondents

gave their opinion that there was shortage of attendance in blasted schools.

The majority of respondents expressed that terrorism caused indiscipline in the

students and they were becoming intolerant. Their relations with their classmates

were also being adversely affected.

160
 Co-curricular activities were adversely affected by terrorism and parents were

not willing to allow their wards to participate in co-curricular activities. The parents

were found reluctant to allow their children to go to meena bazaars and take part in

sports events and the students remained absent on sports day because the students felt

insecure to participate in co-curricular activities.

It was expressed by the majority of respondents that terrorism was caused by

unemployment in the society. Foreign interference of intelligence agencies was

blamed to be the root cause of terrorism. At the same time presence of tribal belt in

the country was considered to be the basic cause of terrorism. Some people blamed

Pakistani security agencies as well. The role of the United Nation was equally blamed

by majority of respondents.

The intolerance towards other religious sects and brutal activities against the

Muslims all over the world was also considered the basic cause of terrorism by

majority of respondents.

Majority of the respondents held that increasing influence of America in the

area was promoting terrorism and tribal hospitality (customs) was favoring the

terrorist groups. At the same time Pakistani foreign policy and agencies activities in

neighboring countries were promoting terrorism.

The majority of respondents considered that common perception that Pakistani

forces are allied forces of America was causing terrorism.

161
 About 56 percent respondents considered deeni madaras (religious schools)

were the safe shelters for terrorists and 72 percent held the military operation in the

tribal belt to be the main cause of increasing terrorist activities. Lack of political will

was also encouraging terrorist activities.

Majority of respondents agreed with the perception that suicide bombing is the

shortcut to Heaven was one of the main causes of terrorism. At the same time lack of

public awareness against terrorism is causing terrorism and the people avoided

discussion about terrorism due to fear of terrorists.

The majority of respondents agreed that ethnic groups and drug sellers were

promoting terrorism. According to them the kidnappers were terrorists.

According to majority of respondents the Lal Masjid (Red Mosque) incident

increased terrorism. The 9/11 incident was also considered to be one of the major

causes of terrorism in the country.

162
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY

Terrorism is the phenomenon in which fearful situation is created. Terrorism

affects the learning abilities and creates the behavioristic problems among the

students. Secondary school students age is the nursery for the terrorist to inculcate

their thoughts in their minds and personalities. Fear created through terrorism creates

anxiety, depression, and lack of security, which ultimately affects the learning

behavior of the students. This study aimed at identifying the impact of terrorism on

the learning behavior of secondary school students in Khyber Pakhtunkhwa. The

study was significant because Khyber Pakhtunkhwa is the worsly terrorism affected

province. Objectives of the study were to examine different aspects of terrorism that

cause fear among secondary school students in Khyber Pakhtunkhwa, to find out the

impact of terrorism on the academic results, motivation, attendance, behavior,

relationship with class mates, participation in the co-curricular activities, and to

explore the causes of terrorism. The study tested impact of terrorism on the learning

behavior of secondary school students in Khyber Pakhtunkhwa. Five hundred and

sixty secondary school students, 10 ( five from 9th class and five from 10th class), their

parents and 112 class teachers from 56 schools (28 public and 28 private) of seven

districts including Peshawar, Kohat, Bannu, Nowshera, Abbottabad, Malakand and

163
Swat were selected .However due to sensitive nature of the study the researcher could

manage to collect data from 450 students their parents and 100 class teachers that

makes the sample to 1000.In order to collect the data questionnaire containing 110

questions with 5-point scale was used as tool. test was used as statistical instrument

to find out the association between terrorism and different factors affecting learning

behavior of secondary school students.

5.2 CONCLUSIONS

On the basis of analysis of data following conclusions were drawn.

1. The study concluded that fear was found among secondary school students

due to news of blasting of schools, entrance of suicide bombers in the city,

kidnapping of scholars or security officials and drone attacks.

2. Majority of the respondents were of the view that students were in great

fear due to hearing bomb blast and sirens of police vans or ambulances.

3. Most of the respondents were found agreed that schools managements

have not taken enough precautionary measures to handle critical situations

created as a result of terrorism and parents say prayers for the safe return

of their children from schools.

4. Majority of parents avoided taking their children to parks and watching

breaking news related to bomb blasts.

164
5. Respondents of the study in majority were of the opinion that parents

forbade their children to take part in co-curricular activities and funerals or

processions due to insecure situation.

6. Due to brutal terrorist activities, inclinations among students towards

joining security forces is low.

7. Most of the respondents were found Agreed that terrorism affected the

academic results of the students and they had lost marks due to non-

completion of courses in insecure educational environment.

8. Majority of the respondents were of the view that fearedful students were

de-motivated towards the learning and dropout rate of the students had

increased. These dropout students were exploited by kidnappers to use

them as suicide bomber after brain washing.

9. The study also concluded that terrorists instigate students as suicide

bombers easily. They assured the newly recruited youngsters that suicide

bombing was the shortest way to get the heaven.

10. Most of the respondents agreed that attendance in the school was affected

in terrorism affected areas and teachers were found absent due to lack of

security for the government employees.

11. Repeated terrorist activities made students intolerant, undisciplined,

aggressive, and disheartened.

165
12. Majority of the respondents were found agreed that terrorism affected the

attitude of the students towards their class fellows and they discussed the

day to day terrorist activities with one another.

13. Terrorism affected the co-curricular activities like Teachers Parents

meeting, sports days and meena bazaar because these activities were held

in much insecure environment.

14. Most of the respondents were of the opinion that poverty and

unemployment were causes for Terrorism.

15. It was concluded that religious extremism and false interpretation of

Islamic ideas misled teenagers.

16. For rating and popularity most of the news channels broadcast and

propagate unauthentic news related to terrorism or terrorist activities)

17. Interference of foreign intelligence agencies in our county and weak

national security network were the causes of terrorism.

18. The study concluded that Afghan people were mostly involved in terrorist

activities because of easy entrance and exit through uncontrolled Pak-

Afghan border.

19. Majority of respondents agreed that increasing American influence in the

region has increased hatred against it and in the reaction terrorism

increased in this region and especially in the areas under study.

166
20. Social injustice and curriculum in the most deeni madaras has created

intolerance in the region which resulted in increased terrorism.

21. Military operations in the tribal areas and drone attacks, has increased

attacks on security forces because of perception that Pakistani army had

become an ally of American and NATO forces.

22. Ineffective foreign policy of our country with interference of our agencies

in neighboring countries caused terrorism in our country.

23. Post Afghan-Russia war groups took advantage of tribal insecurity and

their hospitality and they got hold of most of the areas

24. Study revealed that majority of respondents dont consider Taliban as

terrorist.

25. Most of the respondents were of the view that increasing brutal activities

against Muslims and presence of America in the region has increased

terrorism in the area under study.

26. Ethnicity, ignorance, lack of awareness and fear to talki against terrorism

increased the terrorism.

27. Lal masjid (Red Mosque) operation and post 9/11 incidents were among

the causes of terrorism in the region.

167
5.3 RECOMMENDATIONS.

On the basis of findings of the study and conclusions drawn, following

recommendations were made.

1. Precautionary measures create fear among students and the schools seem

like a jail, therefore, measures should be taken very carefully and students

should be briefed that all the measures are being taken for their safety and

they should not feel fear from such steps. Lectures should be arranged to

encourage the students to continue their studies.

2. Students were terrified to hear sirens of police vans or ambulances, so

school surroundings should be made silence zone by installing sign boards

showing no noise. Violation should be properly checked by the authorities

concerned.

3. Media is creating fear, so news by media about terrorism should be to

inform people about incidents rather to create fear or rumors. The PEMRA

(Print and electronic media regulatory authority) should have a proper check

on news channels to follow code of conduct and license of channels should

be cancelled in case of violation.

4. Precious time of students is wasted in the blasted schools and courses

remain incomplete so students of these schools should be adjusted in other

schools to save the time. Extra coaching classes should be arranged and if

168
 teachers are not available, substitute teachers through PTC funds can be

arranged to cover the courses in time.

5. Terrorism is caused by interference of foreign agencies in our country and

defective foreign policy, therefore, neither we should interfere in affairs of

other countries nor let other countries interfere in our internal affairs. This

can only be made possible by having economic stability and uprooting

corruption from our society and selecting right person for right job.

Afghan refugees are mostly involved in terrorist activities, so Pak-Afghan

border should be sealed by deploying forces on the borders. Leaving a few

outlets from where entrance to Pakistan should be made possible by having

computerized cards for temporary residence for which UNHCR is funding.

Military operations and drone attacks are causing an increase in terrorist

activities therefore Government should improve the intelligence system and

targeted military actions against the terrorists may be conducted by our own

army rather through any foreign forces. Any violation of the territory must be

condemned nationally and internationally at all forums.

Ethnic and sectarian groups are causing terrorism therefore Government

should strictly ban the activities of these groups. Deeni madrassas, flourishing

hatred, should strictly be checked and the curriculum taught in madrassas must

169
 be scrutinized by curriculum wing. Inter faith harmony, tolerance,

brotherhood; unity must be promoted in text books.

Ignorance is causing terrorism therefore Government should improve literacy

rate by running campaign through media. The funds from donors and other

philanthropists may be arranged as they are already prepared to invest in

educational sector.

170
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 Appendix-A

Northern University Nowshera

January1st, 2011

To
-------------------------------------------------------------
-------------------------------------------------------------
Subject: Data Collection for Research, by Mr. Muhammad Bilal Ph.D Scholar

(Education).

Dear Madam/Sir,
Northern University Nowshera is an established university recognized by
Higher Education Commission (HEC). It has clear aim to impart quality education at
affordable cost. Our university has been ranked W due to having many PhD scholars
including (HEC) enlisted. As part of the PhD program students are required to
conduct research in the field of their interest.
We, therefore, would like to request you that the subject stated student might
kindly be helped in his/her area of study. We hope that your organization will find
him/her respectful and reliable.
We would highly appreciate any feedback regarding his/her performance and
conduct.
We hope your kind favor.

Sincerely Yours,

Mohammad Malik
REGISTRAR

176
 Appendix B

LIST OF SCHOOLS IN THE SAMPLE STUDY

PESHAWAR

Public

Urban
1. GHSS NO. 1 Peshawar City

2. GHS Nouthia Peshawar

Rural

3. GHS Kandi Kallu Khel Peshawar

4. GHS Badaber Peshawar

Private

Urban

1. Peshawar Model School Peshawar

2. ILM Hayat Abad Peshawar

Rural

3. Badaber Public School Peshawar

4. Hira Pulic School Peshawar

177
 NOWSHERA

Pubic

Urban

1. GHS NO1 Nowshera

2. GHS NO 2 Nowhere

Rural

3. GHS Khair Abad Nowshera

4. GHS Rashakai Nowshera

Private

Urban

1. Peace Model school Nowshera

2. City School Nowshera

Rural

3. Ceena Public School Nowshera

4. Mohib Public School Nowshera

KOHAT

Public

Urban

1. GHS NO 4 Kohat

2. GCMS Kohat

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Rural

3. GHS Shadi Khel Kohat

4. GHS Toghu bala Kohat

Private

Urban

1. Jungle Khel Public School Kohat

2. Buraq Public School Kohat

Rural

3. Shadi Khel Model Kohat

4. Bahader Kot Public School Kohat

BANNU

Public

Urban

1. GHSS NO 1 Bannu

2. GHSS NO 2 Bannu

Rural

3. GHS Hakeem Haved Bannu

4. GHS Domel Bannu

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Private

Urban

1. Iqra School Bannu

2. Hira School Bannu

Rural

3. Iqbal Public School Bannu

4. Domel Public School Bannu

SWAT

Public

Urban

1. GHSS Haji Baba Mingora Swat

2. GHS NO 2 Mingora Swat

Rural

3. GHS Madain Swat

4. GHSS Kabel Swat

Private

Urban

1. Swat Public School Swat

2. Hira School Mingora Swat

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Rural

3. Madain Public School Swat

4. Kabel Model School Swat

MALAKAND

Public

Rural

1. GHS NO 1 Sakhakot Malakand

2. GHS Dargai Malakand

Rural

3. GHSS Totakan

4. GHS Ghani Dehri Malakand

Private

Urban

1. Buoy Model School Sakhakot Malakand

2. Oxford Public School Batkhela Maakand

Rural

3. Cambridge Public School Khar Malakand

4. Malakand Model School Agra Malakand

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 ABBOT ABAD

Public

Urban

1. GHS NO 1 Abbot Abad

2. GHS NO 4 Abbot abad

Rural

3. GHS Samundar Katha Abbot abad

4. GHS Harno Abbot abad

Private

Urban

1. Pakistan Public School Abbot abad

2. Nishter Public School Nawan Sher Abbot abad

Rural

3. Islamia Public School Dhamtor Abbot abad

4. Azhar Public School Kalsan Barrian Abbot abad

182
 Appendix C

SURVEY QUESTIONNAIRE FOR STUDENTS, PARENTS AND

TEACHERS TO SEE THE IMPACT OF TERRORISM ON THE
LEARNING BEHAVIOR OF SECONDARY SCHOOL STUDENTS IN
KHYBER PAKHTOON KHWA
Asalamualikum.
This survey will help the researcher in examining the impact
of terrorism on the learning behavior of students. The responses of this survey
will be highly confidential. Your name, your fathers name, school name will
not be mentioned or communicated to any person without your permission.
YOUR PARTICIPATION IS HIGHLY APPRECIATED

MOHAMMAD BILAL
NORTHERN UNIVERSITY
NOWSHERA
Name (optional): ____________Father name (optional): ______________
Class: ___ School: ___________ District: ________ Rural/Urban: ______

1: Strongly Disagreed-2: Disagreed-3: Undecided-4: Agreed-5: Strongly

Agreed

Please mark " the best option describes your opinion.

Aspects of terrorism that cause fear among students
Statements Evaluative Scales
Strongly Dis Un Agreed Strongly
Disagreed Agreed decided Agreed
1. Terrorism causes fear among the students. 1 2 3 4 5
2. Students are victims of terrorism. 1 2 3 4 5
3. Students feel insecure in school. 1 2 3 4 5
4. School administration has made enough 1 2 3 4 5
precautionary steps to handle situation created
through terrorism.
5.Precautionary measures create fear among 1 2 3 4 5
students
6. News about terrorism through media cause 1 2 3 4 5
fear among students.
7. News about kidnapping of doctors, scholars, 1 2 3 4 5
security officials cause fear.

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8. Teachers discuss terrorism in the classroom. 1 2 3 4 5
9. Teachers prepare the students to face the 1 2 3 4 5
situation created due to terrorism.
10. Strikes and terrorism disturb the daily school 1 2 3 4 5
routine, such as delay in reaching school.
11. Fear is created to hear sirens of police vans 1 2 3 4 5
or ambulance.
12. News of school blasting cause fear. 1 2 3 4 5
13. School got threat from the terrorists. 1 2 3 4 5
14. Drone attacks on the citizens cause fear. 1 2 3 4 5
15. Media is creating fear by showing news 1 2 3 4 5
relating terrorism.
16. While hearing the entrance of suicide bomber 1 2 3 4 5
in the city students feel fear.
17. Bomb explosion during school timing cause 1 2 3 4 5
fear among students and parents.
18. Mobile phone provides an opportunity to 1 2 3 4 5
contact our parents at home during terrorism.
19. All of sudden closing school and blockage of 1 2 3 4 5
roads due to threat put students in danger and
causing fear.
20. School seems to be a jail due to security 1 2 3 4 5
measures taken by school authority.
21. Students feel insecure in reaching school. 1 2 3 4 5
22. Parents say prayers for children and remain 1 2 3 4 5
worried till they come back to home from
school.
23. Intension among students to join security 1 2 3 4 5
forces is low due to terrorism.
24. Parents while along their children watching 1 2 3 4 5
breaking news about bomb blast or other
terrorists activities change TV channel.
25. Due to fear, parents avoid to take their 1 2 3 4 5
children to parks for recreation.
26. Parents forbade their children to perform 1 2 3 4 5
Juma prayers at mosque and to attend funerals.
27. Due to fear most parents take and bring their 1 2 3 4 5
children themselves.
Impact of terrorism on academic results of students
28. Academic result of the students is affected 1 2 3 4 5
due to terrorism.

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29. Students loose marks due to terrorism. 1 2 3 4 5
30. Terrorism affects the learning process of the 1 2 3 4 5
students.
31. Courses remain incomplete due to terrorism. 1 2 3 4 5
32. Precious time of students is wasted in school 1 2 3 4 5
destroyed due to blasts.
33. Paper marking is not up to date in the 1 2 3 4 5
terrorism affected areas.

Impact of terrorism on the motivation of the students

34. Feared students are motivated towards the 1 2 3 4 5
learning.
35. Terrorist mostly instigates students as suicide 1 2 3 4 5
bombers.
36. Terrorism news on media instigates students 1 2 3 4 5
toward aggression.
37. Teachers motivate the students against 1 2 3 4 5
terrorism.
38. Performance of the students is affected due to 1 2 3 4 5
insecure environment of the students.
39. Religious scholars are performing their role 1 2 3 4 5
to overcome terrorism.
40. Religious extremists are preparing the teen 1 2 3 4 5
agers towards terrorism.

Impact of terrorism on the attendance of the students

41. Terrorism affects the attendance of the 1 2 3 4 5
students.
42. Shortage of attendance is a problem in the 1 2 3 4 5
blasted school.
43. Teachers remain absent from their duties in 1 2 3 4 5
the insecure schools.
44. Students remain absent from school on the 1 2 3 4 5
day when bomb blast occurred.
45. Terrorism increased the dropout rate of the 1 2 3 4 5
students.

Impact of terrorism on the behavior of the students

46. Terrorism causes misbehavior in the 1 2 3 4 5
students.
47. Terrorism makes students aggressive. 1 2 3 4 5

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48. Terrorism makes students coward. 1 2 3 4 5
49. Terrorism makes students dishearten. 1 2 3 4 5
50. Terrorism makes students criminals. 1 2 3 4 5
51. Terrorism causes indiscipline in the students. 1 2 3 4 5
52. Terrorism makes students more intolerant. 1 2 3 4 5

53. Terrorism makes students more caring about 1 2 3 4 5

their country and nation.
54. Terrorism makes students sensitive 1 2 3 4 5

Impact of terrorism on the relationship of the students with class fellows

55. Terrorism affects the relation of the students 1 2 3 4 5
with their class fellows.
56. Terrorism affected the attitude of students 1 2 3 4 5
towards classmates.
57. Students start sharing worries among 1 2 3 4 5
themselves.

Impact of terrorism on students participation in co-curricular activities

58. Co-curricular activities are affected by 1 2 3 4 5
terrorism.
59. Teachers Parents meeting are discouraged 1 2 3 4 5
due to terrorism.
60. Parents for bade their children to participate 1 2 3 4 5
in co curricular activities.
61. Sport tournaments and meena bazar are 1 2 3 4 5
suspended due to terrorism.
62. Students remain absent on sports day. 1 2 3 4 5
63. Co-curricular activities are held in much 1 2 3 4 5
restricted way.
64. Students feel insecure to participate in these 1 2 3 4 5
activities.

Causes of terrorism
65. Poverty is the main cause of terrorism. 1 2 3 4 5
66. Terrorism is caused by unemployment in the 1 2 3 4 5
society.

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67. Religion extremism is the basic cause of 1 2 3 4 5
terrorism.
68. False interpretation of the Islamic ideas is the 1 2 3 4 5
root cause of terrorism.
69. Lack of basic human rights in the area is the 1 2 3 4 5
cause of terrorism.
70. Foreign interference is the root cause of 1 2 3 4 5
terrorism.
71. Presence of tribal belt in the country is the 1 2 3 4 5
basic cause of the terrorism.
72. Unidentified Pak Afghan border is the main 1 2 3 4 5
cause of terrorism.
73. Post afghan Russia war groups are 1 2 3 4 5
flourishing the terrorist activities.
74. Pakistani agencies are the main cause of 1 2 3 4 5
terrorism.
75. Hippocratic role of United Nation is the main 1 2 3 4 5
role of terrorism.
76. NGOs funded by Islamic countries are 1 2 3 4 5
promoting militancy in the area.

77. Groups are promoting terrorist culture to 1 2 3 4 5

influence Governments to take desired
advantages.
78. Government is promoting terrorist groups to 1 2 3 4 5
get millions of foreign aid.
79. Taliban are promoting terrorism. 1 2 3 4 5
80. Curriculum taught in the religious madrasas 1 2 3 4 5
is promoting terrorism.
81. Intolerance towards other religions is the 1 2 3 4 5
basic cause of terrorism.
82. Brutal activities against the Muslims all over 1 2 3 4 5
the world are causing terrorism to take revenge
from the ally forces.
83. Increasing influence of America in the area is 1 2 3 4 5
promoting terrorism
84. Tribal area remained the battle field for Great 1 2 3 4 5
War in the history is one of the main causes of
terrorism.
85. Tribal hospitality (customs) is favoring the 1 2 3 4 5
terrorist groups

187
86. Security situation in the country is not 1 2 3 4 5
handling terrorist activities properly.
87. Lack of modern technologies is the main 1 2 3 4 5
cause of terrorism.
88. Drone attacks are promoting terrorism in the 1 2 3 4 5
areas.
89. Social injustice is the main cause of 1 2 3 4 5
terrorism.
90. Pakistani foreign policy and agencies 1 2 3 4 5
activities in neighboring countries are promoting
terrorism.
91. Common Perception that Pakistani forces are 1 2 3 4 5
allied forces of America is causing terrorism.
92. Hatred against America is one of the causes 1 2 3 4 5
of terrorism.
93 Afghan people are mostly involved in the 1 2 3 4 5
terrorist activities.
94. Deeni madaras are the safe spots of terrorists. 1 2 3 4 5
95. Promotion of Jihad Culture in the Marshal 1 2 3 4 5
Law regime is root cause of terrorism.
96. Military operation in the tribal belt is main 1 2 3 4 5
cause of increasing terrorist activities.
97. Al-Qaida is basic root cause of terrorism. 1 2 3 4 5
98. America is main terrorist promoting country. 1 2 3 4 5

99. Lack of political will is encouraging 1 2 3 4 5

terrorists to flourish.
100. Some Islamic countries are funding terrorist 1 2 3 4 5
groups.
101. Perception that suicide bombing is the 1 2 3 4 5
shortcut to Heaven is one of the main causes of
terrorism.
102. Lack of public awareness against terrorism 1 2 3 4 5
is causing terrorism.
103. People avoid discussion about terrorism due 1 2 3 4 5
to fear of terrorists.
104. Ignorance is the basic cause of terrorism. 1 2 3 4 5
105. Greed for money is causing terrorism. 1 2 3 4 5
106. Ethnic groups are promoting terrorism. 1 2 3 4 5
107. Drug sellers are causing terrorism. 1 2 3 4 5
108. Kidnappers are terrorists. 1 2 3 4 5

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109. Reaction against Lal masjid incidence 1 2 3 4 5
increased terrorism.
110. Terrorism increased due to 9/11 incidence. 1 2 3 4 5

Please add any other information, which you would like to share which is
not included in the questionnaire (you can write either in English or
Urdu).
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Thank you for giving the precious time to complete this survey

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 Appendix E

Chi-Square - test

Chi-square 2 is a test of statistics which is used commonly for comparing

observed data with expected data.

The chi-square test was used to check the item wise null hypotheses, which

normally shows no significant difference between the observed result the expected

results.

Chi square formula is given by

Where Fo represents the observed frequencies and Fe is used for expected

frequencies.

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