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PEER REVIEWED & REFEREED JOURNAL, DEC-JAN, 2022, VOL-10/49

STUDY AND DEVELOPMENT IN ENHANCING THE AWARDS FOR STUDENTS

IN PRIVATE AND GOVERNMENT HIGH SCHOOLS WITHIN WARANGAL EAST
DISTRICT (HYDERABAD)

Mohammed Sajjad Hussain1 & Bharati Chand2, Ph. D.

1
Research Scholar, Shri JJT University, Rajasthan, India. Email: [email protected]
2
Professor, Shri JJT University, Rajasthan, India. Email: [email protected]

Paper Received On: 25 JAN 2022

Peer Reviewed On: 31 JAN 2022
Published On: 1 FEB 2022

Abstract

The fundamental goal of India's formal education system is to improve students' academic success in
public examination results, since the Indian educational system is mostly centred on examinations. As
a result, parents choose to send their children to schools with higher academic accomplishment.
Because a student with a high grade point average and a high percentage of marks has a lot of options
when it comes to entrance, training, and vocation. The necessity of the hour is to boost academic
attainment. It's because of certain influencing elements, such as intake, process, and result. An
institution's overall academic growth leads to more and higher accomplishment in public examinations.
The purpose of this research is to examine the state's overall academic accomplishment in both public
and private high schools. Specifically, the essay aims to investigate and determine the causes for the
disparities in student academic success between government and private high schools in Warangal
East, Hyderabad State, between 2009 and 2011. Furthermore, based on (a) the results of the research
and (b) the opinions of the principals of reputable institutions, the article seeks to uncover some
suggestion methods for the development of high school education in the mentioned district.
Keywords: academic achievement, type of schools, and Khurai Assembly Constituency.

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Various developments in the socioeconomic, political, cultural, science and technology, and
other areas have had significant effects on the educational system in the twenty-first century.
With the advent of the contemporary educational system, India's and our state's educational
systems have essentially separated into public and private systems. In the last 10 years, there
has been a proliferation of private and public secondary schools. However, the difference

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 Mohammed Sajjad Hussain & Dr. Bharati Chand 12078
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between private and public school pupils' academic attainment and performance has been
expanding. Inadequate infrastructure, facilities, and a shortage of qualified teachers, as well as
geographic location, demographics of locations, transportation, and communication, have all
contributed to a significant disparity in academic performance between public and private
schools in our state. A comprehensive education, including both academic and non-scholastic
areas, is required in today's educational system. Academic accomplishment at the high
secondary level is critical in defining students' future careers, and eventually in the general
growth of society and state. Studying the present situation of Hyderabad's academic
accomplishments is important since it serves as the basis for the state's growth and
development. On the plus side, Hyderabad's general academic performance has improved
recently. However, the difference between the proportion of students at private and public
schools who excel academically is expanding. This has to be investigated and handled in order
to correct the different elements that have contributed to this problem. And, at a time when the
federal government and states are collaborating to concentrate on the educational sector via
different initiatives, it's important investigating whether the historical issues have been
properly handled. If this is the case, there should be a shift in public school academic
performance in comparison to private school academic performance.
The study is backed up by the following studies.
Canadian Council on learning (2009) : Impact of Homework on Academic Achievement, Main
objectives: The research addresses the question, ‘Is there an academic benefit to homework for
students enrolled in the K-12 school system, Major findings:
(i) Moderate evidence that home work which engages students in active learning (rather than rote
repetition) increases achievement; (ii) Credible evidence that students in classes that assign
more homework, (iii) Perform modestly to moderately better than those in classes that assign
less, though no causal link could be established; (iv) Evidence that effort spent on homework is
a stronger correlate of achievement than time spent on homework; (v) Inconclusive evidence that
involving parents in homework helps achievement, but no evidence that they impede it.
Julia Dilley (2009): The School based Health Interventions and Academic Achievement. Objectives:
What is the relationship between a student’s health and academic achievement? Are they
competing priorities? Or do healthy students really learn better?, Major findings: (i) Data from
Washington show a clear relationship between increasing numbers of health risks and increasing
academic risk. (ii) The data from Washington are similar to national data findings. (iv) They do

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not have longitudinal information to tell whether the health risks discussed in their report
precede achievement risk. In some cases, they may see a synergistic relationship; potentially,
challenges in school may lead to unhealthy choices which compound school challenges. These
studies suggested that health risks do precede achievement risks, or that health interventions
address some common underlying condition that benefits both health and achievement
outcomes.
BARUA, A.P. (1989): Causes of Failure in Higher Secondary Leaving Certificate Examination
Independent Study. Assam : State Council of Educational Research and Training. Major Findings:
(1) Various teacher factors that cause failure in the HSLC examination included inadequate
number of teachers, a large number of teachers who did not teach incentives, inadequate school
inspection, and attaching more importance to private tuitions. (2) Various students’ factors
included no specific time for study at home irregular attendance, getting promotion with
grace marks, and various sources of distraction in studies. (3) The parent’s factor included
their negligence towards their children once they were admitted to schools and Satyanandam,
B.D. (1969): A Study of Socio-Economic Status and Academic Achievement Government College of Education
Kurnool. The findings : (i) The children of graduate parents performed far better than the children
of matriculate parents.(ii) The children of upper economic strata and lower economic strata
differed very significantly. (iii) The upper and middle economic groups differed
significantly. (iv) The middle and the lower economic groups did not differ significantly.
However, the middle economic group was better than the lower economic group and (v) Sex
had no bearing upon the achievement level.
As it has been commonly observed in the past, there still exist a clear demarcation between the
academic performance of the students of public schools and private schools at the High School
Level. Since the academic performance at this level is considered to be the initial frontier to the
career that a student is likely to choose in the future, their academic achievement at the High
School level is of outmost significance to them and the society as well. This has been the
scenarios in the past, but today when the state as well as the central govt. has been earnestly
putting in effort towards the education with various educational schemes and reforms; it is worth
revisiting and re-examining if public schools has managed to narrow down the widening gap of
academic achievement when compared to that of the private schools, or thus the rift still exist
despite of all the efforts put in by the government. And also, if the past factor still continue to
exist. Therefore, the study tried to find out the actual difference on the academic achievement

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between government and private at the High School Leaving Certificate Examination of
Hyderabad (2009-2011) within Khurai Assembly Constituency of Warangal East District,
Hyderabad. The study also found out the factors and remedial measures for the improvement
of academic achievement of the students at HSLC examination.
In the present study, Academic Achievement means the level of actual accomplishment or
proficiency one has achieved in an academic area, as opposed to one’s potential based on
examination result at HSLC; Student means those boys and girls who appeared in Class X at the
High School Leaving Certificate Examination, Hyderabad; Private High Schools means High
Schools, which are under management of the private individuals without the support of
Government; Government high Schools means High Schools, which are under management of
the Government and Khurai Assembly Constituency means a constituency in the Warangal
East District of Hyderabad.
The present study was limited only to the High/Higher Schools in the Khurai Assembly
Constituency of Warangal East District, Hyderabad. Only areas of High School Leaving
Certificate Examination results of Government and Private Schools within Khurai Assembly
Constituency of Warangal East District, Hyderabad were concerned. That study was confined
to a period of 3 (three) years (2009- 2011) of the Academic Achievement of the students in the
High School Leaving Certificate Examination of Hyderabad within the Khurai Assembly
Constituency of Warangal East District, Hyderabad.
Objectives
To compare the academic achievements of the students of HSLC Examination in Hyderabad
in regards to the pass and fail % in the following areas: (i) overall and (ii) sex wise (2009 to 2011).
To compare the overall academic achievements of the students of Private and Government
Schools at HSLC Examination within Warangal East District (Khurai Assembly Constituency)
during 2009 to 2011.
To compare the academic achievements of the boys and girls students of the Schools at HSLC
Examination within Khurai Assembly Constituency during 2009 to 2011.
To compare the School wise academic achievement at the High School Leaving Certificate
Examination in Hyderabad within Khurai Assembly Constituency of Warangal East District during
2009 to 2011.
To find out the related problems and their suggestive measures for more academic
achievement.

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Hypotheses
There are significant differences between the academic achievements of the students of HSLC
Examination in Hyderabad in regards to the pass and fail % in the following areas: (i) overall
and (ii) sex wise (2009 to 2011).
There is a significant difference between the overall academic achievements of the students of
private and government at HSLC Examination within Warangal East District (Khurai
Assembly Constituency) during 2009 to 2011.
There is a significant difference in the academic achievement at the H.S.L.C. Examination of
Hyderabad between the boys and the girls within Warangal East District (Khurai Assembly
Constituency) during 2009 to 2011.
There is a significant difference between the School-wise academic achievement at HSLC
Examination within Warangal East District (Khurai Assembly Constituency) during 2009 to
2011.
Research Design
The investigator selected 3 (Three) Schools out of four Government High schools and 3 (three)
Private High Schools out of six schools through random sampling technique respectively. The
government high schools were Khurai sajor leikai high school, Lamphel High School, and Top
Dusara High School, whereas private high schools were Bal Vidya Mandir, Kongpal, Young
Pioneers’ English School, and North Eastern English School. Examination results of the HSLC
in Hyderabad (2009-2011) was the tool in order to find out the differences on the academic
achievements of the students of Private and Government High Schools within the state and
Warangal East District (Khurai Assembly Constituency) . For the proper interpretation and
analysis of the collected data in view of the hypothesis of the study, the Percentage and Graphs
were used.
Analysis and Interpretation
The analysis and interpretation of results have been presented under the five hypothesis:
Hypothesis-1 : To compare the academic achievements of the students of hslc examination of
Hyderabad in regards to the pass and fail % in the following areas: (1) overall (2) sex wise (2009
to 2011).

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Table 1 – Comparative statement of the hslc examination results of Hyderabad for the
years 2009 to 2011
No of candidates No of candidates No of candidates Sex-wise
Yr enrolled appeared passed pass % Overall
Male Female Total Male Female Total Male Female Total Male Female pass %
2009 14041 13935 27976 13888 13796 27684 8699 6989 1568 55.4 44.54 56.66 %
8 5
2010 14264 13290 27554 14093 13188 27281 9338 7239 1657 56.3 43.66 60.76 %
7 3
2011 18819 16756 35575 18458 16485 34943 13869 10856 2472 56.0 43.90 70.75 %
5 9

Figure 1 – Comparative statement of the hslc examination results of Hyderabad

(2009 to 2011)

Figure 2 – Sex wise comparative statement of the hslc examination results of

Hyderabad (2009 to 2011).

Table No: 1, figure No: 1 and 2 shown above reveals the academic Achievement of students at
HSLC examination in Hyderabad state context in the following ways:
The highest enrollment of male and female students is found in 2011, whereas lowest enrollment
of male and female students is found in 2010.
The highest number of male and female appeared students is found in 2011, whereas lowest is
found in 2010.
The highest number of appeared of male and female students are found in 2011, whereas lowest
male and female is found in 2009 and 2010.
The highest number of passed out of male and female students are found in 2011, whereas
lowest passed out male and female is found in 2009.
The highest number of overall passed out students is found in 2011, whereas lowest over all
passed out is found in 2009.
It is therefore, the First hypothesis of the present study that was constructed for testing “There are

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 Mohammed Sajjad Hussain & Dr. Bharati Chand 12083
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significant differences between the academic achievements of the students of HSLC Examination
of Hyderabad in regards to the pass and fail % in the following areas: (i) overall and (ii) sex wise
(2009 to 2011)” is accepted.
Hypothesis-2 : To compare the overall academic achievement of the students of private and
government schools at hslc examination within Warangal east district (2009-11).
Table 2 – The academic achievement of students of government and private high
schools within khurai a/c (2009 to 2011).

Year No of candidates No of candidates Pass Overall

appeared passed percentage pass %
Govt Pvt Total Govt Pvt Total Govt Pvt
2009 28 68 96 4 53 57 14.28 77.94 59.37
2010 23 69 92 4 45 49 17.39 65.21 53.26
2011 27 69 96 8 46 54 29.62 66.66 56.25

Figure 3 – The academic achievement of students of government and private high

schools within khurai assembly constituency during 2009 to 2011.
Interpretation: Table No. 2 and figure no: 3 shown above reveals in the following:
In 2009, the overall academic achievement of Govt. Schools is at 04 (14.28%), whereas the
overall academic achievement of Pvt. Schools is at 53 (77.94%).
In 2010, the overall academic achievement of Govt. Schools is at 04 (17.39%), whereas the
overall academic achievement of Pvt. Schools is at 45 (65.21%).
In 2011, the overall academic achievement of Govt. Schools is at 08 (29.62%), whereas the
overall academic achievement of Pvt. Schools is at 46 (66.66%).
It can be concluded that the second hypothesis “There is a significant difference between the overall
academic achievements of the students of Private and Government Schools at the High School Leaving Certificate
Examination within Warangal East District, during 2009 to 2011.” is accepted.

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Hypothesis 3 – To compare the academic achievements of the boys and girls students of the
schools at hslc examination within khurai assembly constituency (2009 to 2011).
Table 3 – Showing the academic achievement of the boys and girl students of the high
schools at the hslc examination of the high schools within khurai assembly
constituency during 2009 to 2011.
Year No of candidates No of candidates Sexwise Overall
appeared passed pass p.c. pass
Boys Girls Total Boys Girls Total Boys Girls p.c.
2009 45 51 96 28 29 57 62.22 56.86 59.37
2010 49 43 92 32 17 49 65.3 39.53 53.26
2011 38 58 96 24 30 54 63.15 51.72 56.25

Figure 4 – Showing the academic achievement of the boys and girl students of the high
schools at the hslc examination of the high schools within khurai assembly
constituency during 2009 to 2011.
Interpretation: Table no 3 and figure No: 4 indicate the sex- wise academic achievement of
students of HSLC examination in Khurai A/C in the following ways:
The pass percentage of boys was higher than that of the pass percentage of girl students in all
the three years.
The highest percentage of male candidates was passed in the year 2010 with 65.3% while the
lowest was in the year 2009 with 62.22%.
The highest percentage of female candidates passed was in the year 2009 with 56.86% while
the lowest was in 2010 with 39.53%. The highest overall pass percentage was in the year 2009
with 59.37%.
The overall pass percentage of male candidates is 63.55% whereas the overall pass percentage
of female candidates is 49.37% during 2009 to 2011 in Khurai Assembly Constituency.
It is therefore, the 3rd hypothesis that “There is a significant difference in the academic
achievement at the HSLC Examination of Hyderabad between the boys and the girls within
Khurai Assembly Constituency of Warangal East District, during 2009 to 2011” is accepted.
Hypothesis 4 – To compare the school-wise academic achievement at the hslc examination of
Hyderabad within khurai assembly constituency during 2009 to 2011.

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Table 4 – Showing the school wise academic achievement of class x students of
government high schools during 2009 to 2011.
Year Lamphel High School Top Dusara High School Khurai Sajor High School
Appeared Appeared P.C. Appeared Passed P.C. Appeared Passed P.C.
2009 11 11 16.66 11 02 18.18 11 01 9.09
2010 06 06 22.22 08 02 25 06 00 00.00
2011 08 08 71.42 12 02 16.66 08 01 12.50
Overall % 36.77 Overall % 19.94 Overall % 07.20

Table 5 – Showing the school wise academic achievement of class x students of private
high schools during 2009 to 2011.
Year North Eastern English Bal Vidya Mandir Young Pioneers’ English
School School
Appeared Passed % Appeared Passed % Appeared Passed %
2009 24 21 87.5 34 29 85.29 10 03 30
2010 36 27 75 31 17 54.83 2 01 50
2011 33 29 87.87 29 16 55.17 7 01 14.28
Overall % 83.46 Overall % 65.10 Overall % 03.43

Interpretation: Table No. 4 and 5 shown above indicate that the school-wise
academic achievement of class X students of Government and private High Schools in the
following ways:
All the overall academic achievement of students of three government high schools at HSLC
examination is found differently at three government high schools in 2009, 2010 and 2011.
The Government schools, where highest academic achievement is found at the Lamphel High
School at 36.77%, whereas the lowest academic achievement is found at the Khurai Sajor
High School at 07.20%
All the overall academic achievement of students of three private high schools at HSLC
examination is found different in 2009, 2010 and 2011.
The private schools, where highest academic achievement is found at the North Eastern High
School at 36.77%, whereas the lowest academic achievement is found at the Young Pioneers’
English High School at 07.20%

It is therefore, the 3rd hypothesis of the present study that was constructed for testing “There is a
significant difference between the school-wise academic achievement at the High School Leaving
Certificate Examination between Government and Private Schools during 2009 to 2011” is accepted as the
academic achievements of the students of Government and Private Schools are quite different.

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Main findings of the study
The first hypothesis is accepted: "There are substantial discrepancies in the academic
performance of students in the HSLC Examination of Hyderabad in terms of the pass and fail
percent in the following areas: I overall and (ii) sex wise (2009 to 2011)."
The second hypothesis, "There is a substantial difference in overall academic results of
students of Private and Government Schools in the High School Leaving Certificate
Examination within Khurai Assembly Constituency of Warangal East District, between 2009
and 2011," is accepted.
The third hypothesis, "There is a considerable disparity in academic success between boys
and girls within Khurai Assembly Constituency of Warangal East District, between 2009 to
2011," is accepted.
The fourth hypothesis is accepted: "There is a considerable difference in school-level
academic success in the High School Leaving Certificate Examination between Government
and Private Schools from 2009 to 2011."
The following factors contribute to Government Schools' poor academic performance:
There is a lack of government oversight.
There aren't enough devoted professors, and there isn't enough competitiveness among pupils.
Parents' lack of engagement in their children's education. Teachers' lack of professional
credentials.
Ineffective teaching approaches, which are neither methodical or consistent. Because the
curriculum is not up to date, the teacher instruction is not up to national standards.
Only a few of government schools have adequate transportation.
The following factors contribute to private schools' superior academic performance:
Teachers are focused, committed, methodical, punctual, and consistent.
Students, instructors, and school officials are interacting and cooperating more effectively.
The infrastructure is better, and the administration is more efficient. There is a healthy
competitive spirit present.
Teachers and children are closely monitored by school officials.
There are exams and examinations done on a regular basis. At the time of admission, a healthy
appointment procedure of skilled instructors is in place, as is the selection of excellent pupils.
The majority of private schools offer adequate transportation.

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Suggestions for remedial measures
Throughout the year, keep a healthy academic schedule.
The governing authority inspects the school on a regular basis.
Infrastructure and equipment that meet RTE standards should be available.
Biometric devices must be used to monitor the attendance of instructors and pupils on a
regular basis.
The government should provide full support and cooperation to schools.
In all schools, a common question pattern should be formulated and followed.
All schools should strive to create a democratic learning environment.
At all schools, current teaching tools should be made available.
The curriculum and text book standards should be at the CBSE level.
All school administrators should get effective training in order to maintain an efficient
management system on campus.
Exams should be conducted on a regular basis. The student-to-teacher ratio should be 1:50.
Political involvement should be avoided in education.
Education should be seen as a basic function that is not subject to bandhs or strikes.
SCERT-modified textbooks should be accessible on the market in a timely manner.
Co-curricular activities should be promoted as a required element of the curriculum.
Every school should have a Parent-Teacher Association.
Before the new session begins, instructors should attend workshops, seminars, and an
orientation programme.
At the school level, life skills training and counselling should be available.
References
B.N. Anuja & R.P. Tiwari (1998.) Problems of Education in
N.E. India, Ludhiana: Prakash Brothers,
Buch. M B., Third Survey of Research in Education. Vol-II New Delhi: NCERT
Fifth Survey of Research in Education. Vol-II New Delhi: NCERT
Fourth Survey of Research in Education. Vol-II, New Delhi: NCERT
Indian Educational Abstracts. NCERT, Volume 4 to 5. Jamini (2006) Education in Hyderabad,
Warangal: Rai Pravin
Brothers,
Koul Lokesh, (1997) Methodology of Educational Research
New Delhi: Vikas Publishing House Pvt. Limited Sen C.M., (2003) Education To What End?.
New Delhi:
New Book Society of India
Statistical Abstract of Hyderabad. Directorate of Economics & Statistics, Govt of Hyderabad,
2001.
Tewari, R.P (1998). Problems of Education in N.E. India,
Ludhiana: Prakash Brothers www.bosem.nic.in www.districtWarangaleast.com

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