1.1 INTRODUCTION This chapter deals with the conceptual framework.

Systems of formal education, Importance of education, present scenario of education, Equitable education, Importance of equitable education, Implementation of equitable education, attitude of parents towards equitable education, attitude of teachers towards equitable education, statement of the problem, objectives of the study, operational definitions of key terms, chapter scheme and conclusion. 1.2 SYSTEMS OF FORMAL EDUCATION Education is a broad concept, referring to all the experiences in which students can learn something. (i) Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms. (ii) Teaching refers to the actions of a real live instructor designed to impart learning to the student. (iii) Training refers to learning with a view toward preparing learners with specific knowledge, skills or abilities that can be applied immediately upon completion. 1.3 THE IMPORTANCE OF EDUCATION Education is the process of instruction aimed at the all round development of boys and girls. Education dispels ignorance. It is the only wealth that cannot be robbed. Learning includes the moral values and the improvement of character and the methods to increase the strength of mind. Our school is a good example of this. We are the recipients of sacred and precious values imparted regularly by our teachers. A good moral based education is also a must. As students we want education by which character is formed, strength of mind and knowledge increases and makes us independent. This is ours to keep forever. We receive this kind of

teaching in our school and I have every confidence to say that along with prosperity we will also have character due to the quality of education. 1.4 PRESENT SCENARIO OF EDUCATION Education is the fundamental means of human development. By it the innate powers of human beings are developed, their knowledge and skills are enhanced, and their behaviour is changed, and they are made civilized and cultured citizens. And this task begins right from the birth of man. Education is a process of bring, about a desirable and expected change in the behaviour of a child in terms of knowledge, values, skills, attitude and feelings, etc. A creative teacher has his own perception of a method or a programme for imparting knowledge, developing proper concepts, skills, values, and attitudes and developing right type of feeling among children education has always been and still remains an essential part of socio-economic milieu. It contributes directly and indirectly to the growth of the economy, psychological charge and institutional reconstruction. 1.5 EQUITABLE EDUCATION Equitable education provides equal standard of education for everyone. In our country there are different kinds of educational systems like Matriculation, State board, Anglo-Indian and Oriental schools. The heterogeneous group of students learning in these heterogeneous kinds of schools gain heterogeneous knowledge, experience and education. This makes lot of differences and inequality in educational standard. So for this there lies the solution and it is equitable education. Equitable education system is a Government of the Tamil Nadu, India programme to integrate the various educational systems within the state. The new system was introduced for classes I and VI in the 2010 academic year. 1.6 IMPLEMENTATION OF UNIFORM EDUCATION SYSTEM IN TAMIL NADU The proposed uniform education system for a common syllabus in the state would be implemented only after proper discussions with educationists and public. 2

The government had taken a policy decision to introduce Samacheer kalvi (uniform education system) from classes one to six from academic year (2010 - 2011) after integrating all boards (State, Matriculation, Oriental and Anglo-Indian) on a trial basis. Discussions would be held with educationists and public before finalising syllabus under the new system. No schemes would be a success unless it got public support. The scheme, if found to be a success, would be extended gradually upto SSLC level. Successful implementation of educational reforms has always been a big challenge. Management efficiency has often played a crucial role in determining the success. In a highly centralized education system like in Tamil Nadu, there is an assumption that any reform effort can be successfully carried out with the existence of a well-developed and formalized organizational structure. But, for the effective implementation of any reform initiatives, the structure alone is not sufficient. It may also need the application of cultural elements at work. While the organizational structure ensures the integration of reform effort via coordination and control of activities, organizational culture directs employee behavior through a common vision, shared values, norms, and goals that may encourage whole-hearted participation in reform implementation. But the efficiency in the implementation of reform policies may be hampered by the structural and cultural discordance of the system. 1.7 PROCESS OF EQUITABLE EDUCATION It is the process by which we are able to challenge any set of accepted principles be they in chemistry, politics or any other discipline and to independently inquire and extend our individual, and therefore collective, understanding of the world and society. It has the potential to equip the population with the ability to both increase the material comforts which are available to its members and to ensure more equitable distribution of these resources, whilst simultaneously providing individuals with the knowledge and confidence to culturally and politically enrich their own lives and those of their community. Education is about self-determination and liberation allowing people control over their own lives. The analytical and liberating nature of quality education is central to its value to society and underpins the rationale for accessibility. It is impossible to divorce the availability of education from its content.

In this vein an education system which does not fulfill the criteria of being both accessible and liberating cannot be condoned. To provide one without the other produces a result which is unacceptable and all too common the replication of existing power structures. The natural result of critical evaluation should be a vision of an improved society the creation of new ways and directions for society, not just technical breakthrough for the economic advantage for the minority. Curricula must encourage the development of people able and willing to challenge the status quo and to develop a critical and questioning community this is the essence of the democratic liberation of individuals and societies. The role of curricula was succinctly expressed by Shaull (Friere, 1971) when he wrote that: There is no such thing as a neutral educational process. Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. In order for curricula to facilitate the practice of freedom, it must incorporate all of the critical and analytical aspects discussed above, in addition to becoming increasing culturally inclusive and relevant. So long as curricula are reflective of the dominant cultures and exclude the experiences of those groups of people who have been under-represented in tertiary education, the system cannot help but serve as a means of inculcation into the accepted norms of the ruling class. By incorporating cultural diversity within the curriculum, a large step will be taken in systemically addressing the needs of disadvantaged groups, in contrast to the current approach of treating non-conformity as deviance which needs to be normalised. Equitable access should be promoted in the quest for equitable outcomes, in doing so the arguments become stronger and more coherent. Communal and individual benefits of education having highlighted the manner in which accessible education underpins the basic principles of democracy, there can be no doubt that benefits associated with participation in education both material and intellectual do accrue to the individual. It is for precisely this reason that it is imperative that all people are able to participate equally and thereby access these benefits. If no benefits were gained by the individual the need for equitable access would be greatly reduced 4

as lack of participation would have no negative outcomes for any given individual, only for the society as a whole. 1.8 EQUITABLE STANDARD EDUCATION Equitable standard education is to be provided by a Common School or Neighbourhood School system, which with uniform syllabi would help to decommercialise educational institutions and put an end to many a private management that does not feel sufficiently accountable to society in this crucial sector. The spiraling cost of education starting at the nursery level is cementing casteclass and rural-urban divisions. A common school system using the mother tongue as a medium of instruction would make equal education accessible to all without discrimination. A common school system also means a common examination pattern. The report of the Committee advocates a reasonable teacher-student ratio of not more than 1:30 and doing away with faulty textbooks and a system of rote learning. It emphasizes the promotion of analytical and rational skills that would equip the students to learn by themselves; a testing and evaluation pattern that involves the application of concepts learnt rather than mere reproduction of facts. The school syllabus should not overload students with information but instead kindle their interest in the subject and teach them how to search for more information and conceptualize it. Traditional knowledge should be incorporated and made part of school education. Evaluation should be comprehensive and not just of academic achievements, and that too only marks based. Evaluation should include an assessment of student abilities and performance in academics, the arts, sports and games, values, reading habits, character, conduct and other extra-curricular activities. Schools should not only lay emphasis on academic subjects but also on moral education. Here the Committee suggests that it may be better to have a progress book with entries made from time to time and also periodically sent to the parents so that they may be made aware of their childs progress. Regular consultation with parents about their wards progress and achievements and educational goals is a must. A sheet of paper containing marks obtained in public exams is not enough to understand a students development and potential. If the marks obtained in only one exam are going to

decide the persons admission into an institute of higher learning then all stress is on preparing for this exam neglecting other exams and activities. The chance or temptation to indulge in malpractices is also high. Marks obtained in a one-time exam also are no accurate reflection of the students actual knowledge and achievement level and potential. Treating exams and marks as more important than life itself has meant the death of many a student. In order to purge the school system of its current deficiencies and make it a joyful process it is absolutely necessary to have an appropriately trained teaching faculty with a free hand in designing syllabi and teaching methodology. This means a common school system does not obviate the need for school and teacher autonomy just as in the higher level educational institutions. In fact, it is necessary for unleashing their initiative and to help them to keep pace with knowledge development, which gets stifled with overt bureaucratism. The government also needs to take over the responsibility for pre-school education. This is to avoid wrong teaching practices in this crucial stage by untrained personnel who do not understand the learning psychology of children. Finally, children belonging to linguistic minorities should be allowed to gain instruction in their respective mother tongue, while all students in standards 5 or 8 ought to have a specific level of knowledge in Tamil and English so that these languages can be used for communication. No student should be dropped and he/she should be allowed to grow in the chosen field of interest and in accordance with their individual capability. A simple pass or fail should certainly not be a deciding factor in a persons life. While the government has accepted the notion of one board for school education other major recommendations of the Muthukumaran Committee on education reforms are being sidelined by the State government. In fact, some government run schools are changing the medium of instruction to English and not all schools teach Tamil, though this is compulsory as per current State education law. Moreover, schools with an eye on the results in board exams and aiming at future lucrative career possibilities for their students are introducing modern European languages like French (German is waiting to be introduced on a larger scale on the

school level) that are supposedly high scoring subjects in comparison to Tamil, which is seen to be difficult even by those whose mother tongue it is. There is almost everywhere an exodus from government run schools to aided or private schools because of the perceived better quality and the lure of an English medium education, which is regarded by parents to be necessary in todays world. It is to remain viable and not lose out in this competition for students that government run schools are increasingly offering English medium instruction also, although the English medium sections are permitted only on a self-financing basis. The non-acceptance of important recommendations by the Muthukumaran committee is thus in line with the general pro-globalisation trend in the Tamil Nadu economy as a whole. 1.9 THE MUTHUKUMARAN COMMITTEE REPORT Tamil Nadu is regarded to be one of Indias star performers in the sector of elementary education. The results of the 2001 census show that Tamil Nadu has attained third position behind Kerala and Maharashtra both in terms of overall and female literacy. It recorded close to 100 per cent Gross Enrolment Ratio (GER) at primary and upper primary levels based on 2007 estimates. A major legislative effort for the universalisation of education in line with the constitutional mandate has been the introduction of the Tamil Nadu Compulsory Education Act, 1994. Under this Act it is the duty of the government to provide the necessary infrastructure (schools and teachers) for ensuring universalisation of elementary education. Parents are also liable to be fined if they do not send their wards to school, though this rule is not very strictly enforced as most of the children not going to school come from poor backgrounds. 1.10 TAMILNADU BOARD OF EDUCATION Tamil Nadu Board of Secondary Education, established in 1910, is under the purview of the Department of Education, Government of Tamil Nadu, India. Up to and ending at the secondary (class 10) level, the following streams of education are offered: the SSLC (Secondary School Leaving Certificate) stream, the Anglo-Indian stream, the Oriental School Leaving Certificate (OSLC) stream and the Matriculation 7

stream. And for higher secondary (classes 11 and 12) there is single unified stream leading to the award of the Higher Secondary Certificate (HSC). The Tamil Nadu State Board of School Examination evaluates students' progress by conducting two board examinations-one at the end of class 10 and the other at the end of class 12. The scores from the class 12 board examinations are used by universities to determine eligibility and as a cut-off for admissions into their programmes. H.S.S. Lawrence is regarded in Tamil Nadu to be the Architect of Higher Secondary Education in Tamil Nadu. As Special Officer for restructuring Educational Pattern in Tamil Nadu and as Director of School Education, Dr. Lawrence planned and implemented the All India 10+2+3 pattern of education in 1978. 1.11 TAMIL NADU STATES IN ELEMENTARY EDUCATION But it has come to light that local bodies like corporations and municipalities are not fully utilizing money collected as education tax as a percentage of property tax under the Tamil Nadu Elementary Education Act and this is affecting the quality and quantity of formal education provision at the grassroots level. While the general literacy rate in Tamil Nadu as per 2001 data is 73.5%, wide disparities exist across districts, gender, and area of residence as well as social grouping. The literacy rate of the SC and ST populations are consistently lower in all the districts. The retention rate within and after the primary school level is also not very impressive and there is a high percentage of repeaters. This is particularly so in the case of the STs and SCs. 1.12 TAMIL NADU STATE LEVEL BOARD OF EDUCATION It is to overcome this discrepancy between education offered in different kinds of schools, between rural and urban schools and to overcome other numerous ills that have crept into the education systemsuch as arbitrary collection of fees, induction of daily waged, inadequately qualified para teachers, rote learning, examination stress, problems related to the medium of instruction and so onthat the State government constituted the Muthukumaran Committee, which submitted its report in 2007. This committee had the mandate to work out a framework of a uniform pattern of education in Tamil Nadu and to make recommendations for improving its quality. The report of the Committee recommends only one autonomous board, The Tamil Nadu 8

State Secondary School Education Board, instead of the existing four State level boardsMatriculation, Anglo-Indian, Oriental and State Board. Schools coming under this integrated Board would follow a common syllabus ensuring an equitable school education in the State not conferring any undue advantages with regard to admission into higher educational institutions for students completing their school education from one particular Board. 1.13 SEMINAR ABOUT EQUITABLE EDUCATION AT DALIT RESOURCE CENTRE Giving equality of educational opportunities, equality in the sense giving quality education to the required people. Equality and quality education is defined here as not only the curriculum but also the infrastructure facilities number of teachers, their talents, text book, examination pattern and school administration. These are the part and parcel of school education. Having all these fulfillments with a big plan of action is called Equity in education well trained teachers, curriculum , Infrastructure facilities and teacher student ratio are the contributing factors. In any one of the above factors is equal it cannot be called as Equity in education once matriculation schools were under the control of universities. Rules pertaining to the matriculation schools were under the control of universities. Rules pertaining to the matriculation education is rigid than the rules framed for the state one percent of the children under went education in matriculation and Anglo Indian education. In 1976 universities gave up the idea of giving education to school children. After the year 1978 it was announced to stop conducting matriculation examination and it was decided to conduct or merge with the state or central board of examination. It was a great mistake to establish a separate board of examination and rules pertaining to it by the school itself removing the rules and regulations established by the universities by the government. According to the Tamil nadu Educational Regulation a good infrastructure facilities equal to the norms of matriculation standard and to earmarked salary applicable to government school teachers. The above regulation acts were framed by the universities. Hence, there was a need to frame New Education Regulation Act. The University rules do not define the term Enough. This change has resulted in

establishment of schools without any facilities. In addition to that the government accorded permission / Recognition for the establishment of many number of matriculation school without any rigidity. By this act the government reduced the responsibility of giving education which resulted in equity in educational standard. Once there were 34 schools established and not there are 4000 schools not adhering to the norms by the government such a situation is prevailing in our country. This has resulted in commercialization of education a sad event still happening. After a prolonged efforts and constant a committed consists of nine members was established under the chairmanship of Dr. S. Muthukumaran. Among them four are directors of school education Department. These people have hope and faith in the New scheme. On the contrary they stand against Nursury, Matriculation, Anglo Indian, oriental and state board. They were instructed to submit a report after going through the already existing afore social various educational programmes. On the basis of the same the government did not give any definition of Equity in Education. Before the commencement of the working committee no representation was made on behalf of the government either by the Minister concerned or secretary to the department of education about the New Educational Policy on 15.07.2010 a seminar was held about the Equity in Education on behalf of the Dalit Resource centre at Parattai Arangam in which about 65 delegates attended, Mr. Inbakumar writer spoke on that occasion. 1.14 STATEMENT OF THE PROBLEM Various educational systems are seen in our country. They are State Board, Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are seen in these schools. So Equitable Education is important in this time. Equitable Education is all the students are getting the same quality of education. So the investigator has intended to undertake the present study A study of the Attitude of Teachers and Parents towards Equitable Education at High School Level in Thanjavur District.

10

1.15 NEED AND SIGNIFICANCE OF THE STUDY In our country there are different kinds of educational systems like Matriculation, State board, Anglo-Indian and Oriental schools. The heterogeneous group of students learning in these heterogeneous kinds of schools gain heterogeneous knowledge, experience and education. This makes lot of differences and inequality in educational standard. So for this there lies the solution and it is equitable education. There is big difference between educational standard of students in rural and urban. So this makes differents in opportunity of getting jobs and competitive exams. The students whose studied in rural schools feel difficult in passing out competitive exams like CAT (Common Attitude Test), IIT (Indian Institute of Technology) and AIEEE (All India Engineering Entrance Exam) etc. This make us to realise the importance of equitable education. Equitable education removes all the differences in educational standard of all kinds of students studying in various kinds of schools. And in future days when equitable education is implemented all students will be found with same educational standard. And this makes them to safe all kinds of competitive exams and the competition lying in this past moving world. Teachers and parents play a vital role in the growth of students both mentally and physically. Therefore, this makes the researcher to undertake a study of the attitude of teachers and parents towards equitable education. 1.16 OBJECTIVES OF THE STUDY The following are the objectives of the present study. (i) To construct a tool to assess the attitude of teachers towards Equitable Education with respect to gender, educational qualification, experience of teacher, locality of the school and types of school etc. (ii) To construct a tool to assess the attitude of parents towards Equitable Education with respect to gender, educational qualification, occupation, locality and ward studying school of parents etc. (iii) To give recommendations based on the finding.

11

1.17 OPERATIONAL DEFINITION OF KEY TERMS 1.17.1. Attitude A persisting feeling or emotion of a person that influences choice of action and response to stimulus. Defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object. Person, situation). They encompass, or are closely related to, our opinions and beliefs and are based upon our experiences. Training that produces tangible results starts by changing behavior which ultimately changes attitudes. Training often uses the term attitude to identify the psychological term affective domain. Definitions of attitude The University of Minnesota has put together a list regarding the definition of attitude in psychological literature. 1. An attitude is a mental or neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individuals response to all objects and situations to which it is related (Allport, 1935). 2. An attitude denotes the general set of the organism as a whole toward an object or a situation which calls for adjustment (Lundberg, 1929). 3. Attitudes represent a more or less permanently enduring state of readiness of mental organization which predisposes an individual to react in a characteristic way (Cantril, 1934). 4. An attitude is a tendency to act toward or against something in the environment, which becomes thereby a positive or negative value (Bogardus, 1931). 5. An attitude is a predisposition to experience, to be motivated by, and to act toward, a class of objects in a predictable manner (Smith, Bruner & White, 1956).

12

6. Attitudes are likes and dislikes (Bem, 1970). 7. Attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor (Eagly & Chaiken, 1993). 1.17.2. Equitable education Equitable education provides equal standard of education for everyone. In our country there are different kinds of educational systems like Matriculation, State board, Anglo-Indian and Oriental schools. The heterogeneous group of students learning in these heterogeneous kinds of schools gain heterogeneous knowledge, experience and education. This makes lot of differences and inequality in educational standard. So for this there lies the solution and it is equitable education. Equitable education system is a Government of the Tamil Nadu, India programme to integrate the various educational systems within the state. The new system was introduced for classes I and VI in the 2010 academic year. 1.17.3. Parents Parents are complete responsible for the development of their children. Childrens Education starts at home. Parents are sending their children to school for getting positive thinking, good activities and abilities. Parent attitudes are their children to learn all qualitative education in educational institutions. Educational qualities are different in various schools, according to their parents. Most of the parents thinking that in equitable education, children must get the same qualities of all. 1.17.4. Teachers Teachers are the second parents of students. So teachers are the hopers of students. Teachers are responsible for the development of good education, disciplines and various skills of students. Various differences are seeing among the students in

13

our country. students.

So Equitable Education is clear all lot of differences between the

1.18 DELIMITATIONS OF THE STUDY (i) This study is restricted to the attitude of Thanjavur district. (ii) This study is restricted only to 100 teachers and 100 parents at High School level. 1.19 CHAPTER SCHEME Chapter-I Chapter-II Chapter-III Chapter-IV Chapter-V deals with the conceptual framework of the problem. gives a survey of related literature. Methods and procedure followed in the study. Analysis and interpretation of the data are explained. gives a summary of findings, conclusions and recommendations of the study. 1.20 CONCLUSION This study deals with an attitude of teachers and parents towards Equitable Education at high school level. This study requires a good theoretical background of the chosen variables and is attempted in the next chapter. parents & teachers in

14

2.1 INTRODUCTION The review of pertinent literature enables the researcher to define the limit of his/her field. It helps the researcher to delimit and define his problem. When the related literature is reviewed the perspectives of the present research problem could be better understood, The investigator has to choose the proper technique and appropriate procedures for the present study. In searching related literature, the important points to be noted by the researchers are, reports of study closely related the problem that have been investigated, variables that were defined, design of the study including procedures employed and data gathering instruments used, extraneous variables that could have affected the findings, recommendation for further-research. The available literature and studies related to the present problem is given in this chapter. 2.2 STUDIES IN ABROAD Joanna Harma (2011) India has seen an explosion in low-fee private (LFP) schooling aimed at the poorer strata of society, and this once-urban phenomenon has spread in the last decade to rural areas, with implications for equity due to the level of direct costs involved. To explores whether or not LFP schooling in rural India is propoor and equitable, and finds that these schools are unaffordable to the bottom two wealth quintiles of families. This conclusion has implications for policy formation and shows that increased reliance on a market in education will not help to achieve equitable access to primary schooling for all. Keith M. Lewin (2011) In the last decade the national Sarva Shiksha Abhiyan (SSA) Programme has focused on universaling access to elementary education (Grades IVIII). Most recently the Right to Education Act provides the legislative framework to guarantee schooling to all children between 6 and 14 years of age. It remains the case however that less than half of all children attend and complete secondary school especially in the Northern states. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase the numbers entering secondary school. This paper explores some of the key issues in planning and managing the growth in participation that is envisaged so that 75% or more enjoy the benefits of transition to Grades IX and X.

15

The issues include the constraints on expansion that arise from the restricted output of elementary school graduates, the continued exclusion of the poorest and those from disadvantaged groups from progression to Grade VIII, the costs to households and government of universal secondary schooling as currently structured, the limits to growth of private provision, the massive infrastructure needs, and the problems associated with increasing teacher supply and deployment. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and china and other rapidly developing countries in educating most of its population beyond the elementary level. Baldwin. G and James. R (2010) International patterns in access to higher education and the complex issues surrounding equity and social imbalances in access to higher education. To identifies contemporary research questions, including the reasons for the apparent failure of mass higher education systems and equity programs to create significant inroads into the social stratification of higher education, the limitations of national data collection and databases, and the challenges for reconceptualizing equity in a massified, globalized, higher education environment. Hughes. P and Walker. A (2010) The key priority for developing countries has been, and continues to be, the achievement of primary education for all (EFA) consistent with the United Nations Educational, Scientific and Cultural Organization (UNESCO) priority of EFA by 2015. This has brought secondary education also into prominence. EFA is now often accepted by UNESCO as the completion of basic education, the necessary platform for all, embracing much of secondary education. This new attention has caused all countries, developed and developing, to pay critical attention to secondary education, now requiring broader goals than preparation for higher education such as individual earnings, economic growth, improved health, equity and civic engagement. Major issues now need to be resolved in secondary education. Tia L. Zuze and Murray Leibbrandt (2010) To understand both direct and indirect resource effects in the context of a mass education system in Uganda. We find that under certain conditions, policies that promote physical resource availability can lead to substantial equity gains. A schools social composition appears to improve educational quality but it is also related to wider gaps between rich and poor students. 16

We also show that heavier teaching workloads have the most damaging effect on lowincome students who have fewer private resources to devote to academic pursuits. The policy implication is that equalizing access to formal primary education does not guarantee equitable outcomes. Tuovinen. J. E. (2010) The educational system of Finland provides a practical example of equity and excellence in education. It rests on an equitable legislative base leading to an even-handed nationwide educational provision. The basic features and development of the education system from the preschools and basic education to upper secondary schools, polytechnics, higher education, and adult education. The education system reflects the high value placed on education throughout the country, for both its intrinsic and instrumental value to the community and the individuals, demonstrated, in particular, by the teachers profession having an exceptionally high community status. Boaz Shulruf and John Hattie (2009) Equity in higher education is one of the major challenges higher education institutions and policy makers face today. The need to enhance equity in higher education raises difficult ethical dilemma such as: how equitable are affirmative admission policies if they are ethnicity or race based? The literature, however, is inconclusive and highlighting the need to re-assess the current paradigms. This study tests a new model entitled Dual Admission Model which aims to enhance equity and equality in higher education while addressing many of the ethical dilemmas associated with affirmative action admission policies. Data of three consecutive national cohorts of New Zealand secondary school graduates were used to establish and test the effectiveness of a range of admission models. These datasets include achievements from secondary school assessments and data from the first year at the university. The predictability of the first year university GPA was calculated for different alternative admission models based on the NCEA features. The effect of these admission models on different groups of students was measured across three student leaving cohorts. It was found that the best models give greater weight to the quality of the assessments (i.e. higher grades) and less weight to quantity (i.e. credit accumulation) and particular combinations of subject choices. It was also found that by combining the new model with the current admission model (Dual Admission Model) provides a merit-based admissions system, which would potentially increase 17

the number of under-represented students (e.g. lower socio-economic communities) while maintaining their success in the university academic programmes. These finding were consistent across all cohorts. It is suggested that this Dual Admission Model (DAM) will increase participation and success in degree programmes for students from traditionally underrepresented groups without having to apply any affirmative action admission policy. Implications for policy makers are discussed. Nik Mohd Harris Nik-Hussin (2009) To assess the usefulness of intraoperative photographs taken during paediatric upper airway endoscopy used as an educational tool for parents and to define their attitudes towards seeing these photographs. Questionnaire based survey of 50 parents at a tertiary referral centre for paediatric otolaryngology in North West England. The response rate was 82%. All parents wanted to see the intraoperative images and reported improved understanding of their child's condition. No parents reported lasting anxiety. 79.2% of parents seeing photographs for the first time found the images to be informative; 82.4% of parents reported reassurance from being able to see progress in treatment; 17.6% found it easier to accept further intervention from seeing the photographs. Intraoperative photographs are useful as an educational tool for parents; they provide reassurance and help parents accept clinical management. Feyza Tantekin Erden (2008) To investigate if a semester-long course on gender equity in education has an impact on the attitudes of preservice teachers toward gender roles. To this end, a pretest-posttest analysis is carried out in a state university in Ankara, Turkey, employing a sample of 133 preservice teachers; 33 of whom had taken the course and 100 of whom had not. The results reveal that the course has a substantial impact on the attitudes of the preservice teachers. Indeed, the attitudes of the teacher candidates taking the course change considerably at the end of the semester, developing more favorable attitudes toward gender issues. California. U (2007) To study about the attitudes of the parents of 64 academic achievers (31 males, 33 females) and 51 underachievers (36 males, 15 females) were compared on an Independence Training Inventory. 2 questions were asked: what were the goals of your independence training procedures, and at what age did you expect your child to have achieved mastery of these goals.? Outcomes were not clear-cut, but 4 hypotheses relative to these groups appear reasonable: the demands made by parents of achievers were more specific, parents of achievers wanted their children 18

to learn to make their own decisions, parents of achievers expected their children to be more adult in their behavior, parents of underachievers were concerned with having their children learn to protect their personal rights. Deborah Stipek (2007) suggested that parents of 551 children in their last year of preschool or in kindergarten completed a questionnaire on their beliefs about appropriate ways to teach basic skills to young children and on the learning-related activities they engaged in with their children at home. A factor analysis revealed that parents varied in terms of a coherent set of beliefs related to teaching basic skills that correspond to the debate among early childhood experts on child-centered versus didactic teaching approaches. Parents who embraced didactic, teacher-directed approaches which emphasized performance chose schools that were compatible with their beliefs. Poorly educated parents evidenced stronger support for didactic methods than well-educated parents. The strong relationships between parents' beliefs and behavior suggest that parents training would be an effective way to influence the learning environment of young children. Nisha Arunatilake (2007) Despite Sri Lankas 1990 commitment to provide 10-11 years of free education to all, only 93% of children in the 5-14 year old age group were in school by the year 2000. Moreover, the education participation rates are not equitable across the country, varying by socio-economic groups. This paper examines the determinants of school non-participation of 5-14 year olds in Sri Lanka using household, community and school-level information obtained from an island-wide survey. The study finds that demand side problems such as poverty, direct and indirect costs of schooling, and cultural factors as well as supply side shortcomings such as quality of education seem to affect schooling behaviour of children. Sonam Yang (2007) Explores the potential influence of parental attitudes towards education on their children's daily life and their development in Korea. Qualitative methodologies were used; semi-structured in-depth interviews with 34 participants. The findings suggest that the desire of the parents for the educational success of their children is profound and it has a huge impact on their actual behavior towards their children. Although there was a contrast between what parents should want and the underlying preoccupying concern, all of the parents placed great importance on their children's academic achievement as a means to acquire personal advancement, higher

19

social status, and wealth. The children's developmental needs for leisure, pleasure, and sleeping are overlooked. William F. Anderson (2007) study about Parents of the sample reported in this paper showed little difference in the prestige value they gave to various occupations. Four social classes were represented in the study. Eight occupations ranked higher than college teaching: surgeon, physician, college president, judge, clergyman, architect, dentist and electrical engineer. Parents of upper two classes considered teaching more suitable for their children than did parents of the lower two classes. Other findings discussed relate to high school and grade school teaching as well. Ann Matear (2006) Education policy in Chile after the return to democracy in 1990 from an equity perspective. Since then, policies have aimed for continuity, coherence and complementarity with the aim of furthering national development, promoting social mobility, and equitable access to quality education at all levels. However, Chile faces the challenge of implementing equity-oriented policies within the legal confines of an education system constructed under the neoliberal model which was introduced by the military government (1973-1990). This has resulted in tensions between policy and practice, which have constrained the role of the state in a highly marketised system in its efforts to distribute quality education more equitably. David Zarifa (2005) This paper examines these issues in education. As issues of control become more prominent on political party agendas, exemplified by reforms that bolster both central bureaucracy and parent influence, public opinion is increasingly consequential for teachers. To gauge support for different kinds of control over schooling, we operationalize Freidsons typology of bureaucratic, client, and professional logics using the 2002 OISE/UT survey of educational attitudes. We find considerable levels of support for all forms of control, yet also significant opposition to a further extension of any single type. In logistic regression models neither background variables nor educational attitudes consistently predict preferences for forms of control. He interpret these findings as indicating that Ontarians prefer public education to be controlled via a balance of powers shared among the provincial government, teachers, and parents. This preference signals, nonetheless, an acceptance of a decade-long trend that has strengthened central government and client powers at the expense of teachers.

20

Elizabeth Campbell (2005) To explore parental attitudes and beliefs about genetic testing of children for conditions that present throughout the life cycle. Twelve semistructured focus groups with black and white parents were conducted. Across racial groups, most respondents want access to genetic testing and believe that parents should be the final decision-makers. While most respondents believe it is important to share genetic information with relatives, white respondents want physicians to respect confidentiality absolutely, whereas some black respondents accept physician disclosures in specific situations. Professional policy statements are restrictive about access to predictive genetic testing of children. This conflicts with parental attitudes about who should have decisional authority. While there is consensus among respondents that genetic information should be shared with relatives, respondents disagree as to who should be responsible for disclosure, and when professionals should breach patient confidentiality. HAK. E (2005) To determine attitudes of parents towards possible future vaccinations for their children and the behavioural determinants associated with a negative attitude. Parents of children aged between 3 months and 5 years of day-care centres were asked to fill out a questionnaire. Determinants of a negative attitude to comply with possible future vaccinations against example diseases such as pneumonia or influenza, hepatitis B, TBC, smallpox and SARS were assessed using polytomous logistic regression analysis. Modifiable determinants for a negative attitude to comply with new vaccinations are mainly based on lack of specific knowledge. These barriers to vaccinations might be overcome by improving health education in the vaccination program, especially when targeted at educated parents and health care workers. Yuping Zhang (2004) investigate maternal attitudes about gender equity and their relationship to educational expectations for sons and daughters in rural China using a survey of 2000 mothers and children in Gansu Province. He findings suggest that most mothers hold egalitarian attitudes in terms of gender equity, but most expect future support from sons. Mothers own attitudes about gender equity, their expectations of future support, and their childrens past educational achievements predict their educational aspirations for their children. Interestingly, gender biases in aspirations appear more pronounced among mothers of mediocre students mothers seem to be more forgiving of the mediocre academic performance of sons relative to daughters. 21

Gail Leedy.M (2003) suggested that the attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated. Quantitative data regarding mathematics as a male domain, perception of importance of mathematics, confidence in learning mathematics, effectance motivation, and usefulness of mathematics were obtained.Furthermore, parents' responses to the questions regarding the role of mathematics revealed that mothers, more than fathers, focused on the computational aspects of mathematics, while fathers more than mothers mentioned the role of mathematics in science or as a language. These findings are discussed in terms of the need to resolve the essential conflicts between students', parents', and teachers' deeply held beliefs regarding the nature of mathematics, gender differences in mathematical abilities, and the desire for equity within mathematics education. Isaac M. (2003) Accelerated expansion of and increased access to higher education (HE) have been wieldy supported as a response to the social, political and economic imperatives in many countries. Increased access to and equitable allocation of resources to HE in developing countries have been advocated to accommodate the new king of student entering HE, to increase access for previously under-represented groups, and to make the HE responsive to the changing conditions affected by globalization. It argues further that the current policy of institutional mergers and incorporations is driven by demands to make the HE sector efficient and does not seem to sufficiently address historical inequities in higher education. Ken Masters and Gudrun Oberprieler (2003) Student participation is a central issue in debates around online education. In most instances, course convenors wish to increase the amount of participation, while ensuring that the quality is of an acceptable standard. They also wish to ensure that their students have adequate access to the technology, and that there is no undue dominance by any groups of students. In order to achieve the desired degree and balance of participation, various strategies are pursued-most of these focus on the awarding or denial of marks. In this exercise, first year Health Sciences students were introduced to online discussions as part of an Information Technology/ Information Literacy (IT/IL) stream in their curriculum. Most importantly, the nature of the participation was to be guided purely by the philosophy and content of the main Health Sciences curriculum, with no overt 22

reward or punishment system for participation in the online discussions. An analysis of the number of postings and the spread of postings shows an acceptable level of equitable participation across the student body. The main conclusion is that effective participation in online discussions is possible by curriculum articulation. Gerald W. Sazama (2002) Equality of choice in higher education is measured by indices of inequality calculated. These indices compare the distribution of parental family income of incoming freshmen at 13 classifications of institutions of higher education with the distribution of income of families in the United States. The resulting indices show substantial systemic differences in equality of choice by institutional type. The low point (least inequality) in the 26-year trend of these indices is in either 1979 or 1980 and the high point is in 1988. Further, the indices for the least equitable parts of the system are the least likely to change over time. Jean Davison (2002) Investigated that compares the attitudes of Kenyan and Malawian rural parents to educating girls, using perceptions of gender-specific academic potential, educational aspirations and opinions on the gender appropriateness of primary school subjects and various careers. Suggestions are offered as to how these attitudes affect girls' educational attainment. The paper closes with a discussion of the ways that parents' attitudes affect girls' completion of primary school in Malawi and how the high wastage rate might be cut. Julie. A et.al (2002) reported that recent studies of beginning science teachers make clear that learning to integrate contemporary nature of science descriptions and equitable instructional strategies into educational practices is a complex and challenging endeavor. In this research project, we examined the views and practices of three first-year science teachers, recent graduates of a teacher education program in California known for its attention to gender equitable and multicultural content and instruction. In our discussion,we examined commonalties across beginning teachers successes and struggles in learning to teach science in contemporary and equitable ways, as well as lessons we learned about ways to improve preservice science teacher education. Mary Lou Smith (2002) Elementary school children in Grades 47 (N = 243) and parents (N = 155) were surveyed to discover their knowledge and attitudes towards AIDS and AIDS education. The majority of children knew what 23

AIDS is, but younger children were less knowledgeable about sexual transmission, prevention, or what happens to people with AIDS. Significant age and sex differences in attitudes were found, older children and girls being more tolerant. Families are discussing AIDS at home, but children are generally not confiding in their parents about their fears of this disease. Parents attributed responsibility for providing AIDS education to the family and the school, supporting such instruction as early as age 6, and definitely before age 12. Parents were more willing to have their children associate with a child who is HIV-positive than one who has AIDS. Sheldon (2002) although widespread support for parental involvement is reflected in current educational policies and practices, what this means is not always clear. Parental involvement includes a wide range of behaviors but generally refers to parents and family members use and investment of resources in their children's schooling. These investments can take place in or outside of school, with the intention of improving children's learning. Parental involvement at home can include activities such as discussions about school, helping with homework, and reading with children. Involvement at school may include parents volunteering in the classroom, attending workshops, or attending school plays and sporting events. Jessica L. (2001) suggested Public discussion and literature on educational reform and educational inequality assert a sort of understood agreement on what exactly school quality is and what the purpose of education is. Though there is little to no discussion detailing exactly what this purpose indeed is, this assumption that were all in agreement limits the conversation taking place. This paper will first address the three primary paradigms that discuss the purpose of education: functionalist, Marxist, and democratic. The final section will outline the implications of each paradigms policy direction for the notion of educational reform and for the view of education as the great equalizer. 2.3 STUDIES IN INDIA: Court Opinion (2011) Samacheer Kalvi will be implemented in classess 2 to 5 and 7 to 10 in schools across the state this academic year. The Supreme court delivered its verdict on Tuesday, quashing the amendment to the samacheer kalvi act, brought out by the state government in May postponing the implementation of the common syllabus in the state. 24

With this judgement, Tamil Nadu, the only state in the country to have four boards of education, will have a common syllabus, textbooks and examinations. Samacheerkalvi, first called for by a civil movement in 2006, was taken up as an election promise by the previous government during the 2006 assembly elections. It was implemented after much postponement in classes 1 and 6 in 2010 and was expected to be extended to classes 2 to 5 and 7 to 10 in this academic year. However, the present government, decided to postpone the implementation of the act and passed an amendment to the act in May. Reopening dates of schools were postponed to june 15 to enable the Tamil Nadu Textbook society and private publishers to print textbooks under the old syllabus. Meanwhile. Samacheer kalvi text books, printed at a cost of Rs 200 crore were in danger of going to waste. The State platform for common school system, an organization of educationists and academics, appealed against the amendment to the act in the Madras high court in June. In July the high court quashed the amendment and directed the State government to implement Samacheer kalvi in schools in the current academic year, and distribute text books by July 22. The state government appealed against the high court verdict in the Supreme court, which initially postponed the distribution of books to August 5. On August 4, when the hearing was completed, a bench of three judges reserved orders on the case and postponed the deadline for the distribution of books to August 10. On Tuesday, the apex court ordered the implementation of Samacheer kalvi in classes 2 to 5 and 7 to 10 before 10 days. It came out with the verdict taking into consideration 25 points. Rajagopalan. S. S (2011) The panel constituted sub-committees for each subject with senior teachers drawn from all the four streams and recommended guidelines for a common curriculum of good standard. The question papers for the public examinations were also studied. The common curriculum was based on this analysis and prepared by teachers from all streams, headed by a university or college professor. Jagabarsadik. K (2010) A study on parents attitude towards Equitable Education in Thanjavur District. Objectives: The purpose of this study was 25

To study the cultural characteristics of students studying in low literacy and literacy areas of Thanjavur.

To study the behavior/attitudes of parents that they commonly adopt with their children.

Method: It was a survey study. The developed a tool in the form of questionnaire. The data of the study was collected from 200 parents from villages and towns in Thanjavur District. Descriptive statistics were used to find out the significance difference between the groups. Findings: The Equitable Education has touched upon various important aspects of elementary and middle school education with its broad based objectives and provisions. These are low awareness level about the objectives and provisions under the program among the students, teachers and parents. Mohanasundaram. K & Thirugnanasambandam. S (2010) made a study on Sarva Shiksha Abhiyan programme at Primary level with special reference to attitude of students, teachers and parents. Objectives: The objectives of the study are, 1. To construct a tool to access the attitude of students, teachers and parents towards SSA programme at primary level. 2. To study the attitude of students, teachers and parents towards SSA programme at primary level. Variables: The variable included in the study are age, gender, location, types of school, qualification and experience of the teachers. Age, gender, qualification and occupation of the parents. Methodology: Normative survey method was adopted in the study. A sample of 400 primary students, 400 primary teachers and 400 parents were selected by using clustersampling technique. Tools:- Scale of attitude of students, scale of attitude of parents and scale of attitude of teachers were constructed and validated by the investigator. 26

Descriptive statistics were used. In the differential analysis, t-test and F-test were applied. Chi-square test was used for association studies. Findings: The main findings of this study are, 1. There is a significant difference between attitude of students towards SSA programme with respect to their age. 2. A significant difference is noticed in the attitude of boys and girls towards SSA programme as a whole. 3. The significant difference is found between the students of rural and urban schools. 4. The significant difference is found between the students of government, private and aided schools towards SSA programme as a whole. 5. No significant difference is found in the attitude of students of primary and upper primary towards SSA programme as a whole with reference to the variable-type of school. 6. The significant difference is found in the attitude of teachers towards SSA programme with reference to the experience as a whole. 7. There is a significant difference between the rural and teachers in their attitude towards SSA programme as a whole. 8. There is a significant difference in the attitude of parents towards the SSA programme with reference to their age. So the findings of the study reveals that the students, teachers and the parents expressed favourable attitude towards the implementation of the Sarva Shiksha Abhiyan programme at primary level. Balakrishnan (2009) Tamil Nadu Science Forum (TNSF) told reporters that the forum welcomed the governments decision on equitable education. The time given for the public to go through the syllabus was not enough, he said. Before implementing the equitable education system, the government should conduct a study

27

in at least 25 panchayat unions in the State, Mr. Balakrishnan said. The government should also clarify on the status of implementing the Activity Based Learning system. Nasreen akhter (2009) The parents attitude towards the education of their children at Secondary level. Objectives: The purpose of this study was All parents want their children to learn. But the level of their desire and efforts vary because of different socio-cultural and economical factors. Parents educational level also influences their urge of making their children to learn. Method: It was a survey study. Therefore, questionnaire was considered appropriate research tool. The data of the study was collected from 650 students. The analysis of data depicted some specific behaviors of parents in educating their children. Findings: The study concluded that parents have adopted some attitudes that effect badly the educational attainment of students. It was suggested to understand the needs of students and educate parents through different programs about the attitudes and styles that can be in favor of to upgrade the educational achievement of children. Ponmudi. K (2009) The proposed uniform education system for a common syllabus in the state would be implemented only after proper discussions with educationists and public. To introduce Samacheer Kalvi (uniform education system) from classes one to six from next academic year (2010-11) after integrating all boards (State, Matriculation, Oriental and Anglo-indian) on a trial basis. Discussions would be held with educationists and public before finalising syllabus under the new system. No schemes would be a success unless it got public support. Suresh Kumar .S (2009) Democratic Youth Federation of India the DYFI urged the government to enact a law to enforce equitable education in the State. The members stated that the present education system helped only the rich. Quality education had not reached about 80 per cent of the poor students. Hence, they were forced to drop

28

out of schools and work at an early age. The DYFI also demanded additional funds to upgrade the quality of education in the government schools. Muthukumaran (2007) reported quite sure that Tamil Nadu will set an example for other States to emulate as the new system will standardise all schools and ensure quality education. The objective of our committees recommendations was that there should be standard education in all schools. When there is equitable system, all schools will become good schools without any distinction in quality, he felt. Applauding the governments decision to create a Common Board by merging all four Boards (State Board, Matriculation, Anglo-Indian and Oriental), the former ViceChancellor said, There is nothing to worry for any section. Interests of all sections in the current four streams will be protected. 2.4 RATIONALE OF THE PRESENT STUDY The studies reviewed so far, reveals that there are some reports related to Equitable education. Only few studies are reported towards the teachers attitude in the field of education. But no study was reported as per the knowledge of the investigator related to attitude of teachers and parents towards equitable education at High School level. So, the Investigator has decided to study the attitude of teachers and parents towards equitable education at High School level.

29

3.1 Introduction In the ongoing work of research one has to be careful in planning the research. This chapter of methodology explains about the sample, sampling procedure, tools, research paradigm, formulation of hypothesis, construction of tools, procedure of data collection and the mode of analyzing the data by using different types of statistical techniques for the present investigation. 3.2 Re-Statement of the problem Various educational systems are seen in our country. They are State Board, Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are seen in these schools. So Equitable Education is important in this time. Equitable Education is all the students are getting the same quality of education. So The investigator has intended to undertake the present study A study of the Attitude of Teachers and Parents towards Equitable Education at High School level in Thanjavur district. 3.3 Objectives of the study The following are the objectives of the present study. 1. To construct a tool to assess the attitude of teachers towards Equitable Education with respect to gender, educational qualification, experience of teacher, locality of the school and types of the school etc. 2. To construct a tool to assess the attitude of parents towards Equitable Education with respect to gender, educational qualification, occupation, locality and ward studying types of school etc. 3. To give recommendations based on the finding. 3.4 Variables in the study The criterion variables in the study are attitude of teachers and parents towards Equitable Education. This study attempts to investigate these variables with respect to gender of teachers, educational qualification of teachers, locality of the school, experience of teachers and types of management. Gender of parents, education of parents, occupation of parents, residential location of parents and whose ward studying school of parents.

30

3.5 Hypotheses of the study The following hypotheses were formulated based on the objectives of the study. 1. There is no significant difference between the men and women teachers in their attitude towards Equitable Education. 2. There is no significant difference between the teachers with educational qualification UG with B.Ed and PG with B.Ed in their attitude towards Equitable Education. 3. There is no significant difference between the teachers with the teaching experience of below 10 years and above 10 years in their attitude towards Equitable Education. 4. There is no significant difference between the teachers teaching in the rural and urban schools in their attitude towards Equitable Education. 5. There is no significant difference between the teachers teaching in government schools and in private schools in their attitude towards Equitable Education. 6. There is no significant difference between the men and women parents in their attitude towards Equitable Education. 7. There is no significant difference between the parents educated upto 10th std and above 10th std in their attitude towards Equitable Education. 8. There is no significant difference between the daily wage and self employed parents in their attitude towards Equitable Education. 9. There is no significant difference between the parents living in rural and in urban areas in their attitude towards Equitable Education. 10. There is no significant difference between the parents whose wards studying in aided schools and private schools in their attitude towards Equitable Education.

31

3.6 The Research Paradigm The research paradigm of the study is shown in table 3.1

Table 3.1 showing the research paradigm of the study. S. No 1. Variable Attitude of Teachers towards Equitable Education Attitude of Parents towards Equitable Education Sample Tools Scale of Teachers Attitude towards Equitable Education Scale of Parents Attitude towards Equitable Education Statistics Percentage analysis, M, S.D and t-test Percentage analysis, M, S.D and t-test

100

2.

100

32

3.7 Research Procedure The research procedure adopted in the present study is shown in figure 3.1 Problem

Identification of Variables Attitude of Teachers towards Equitable Education Attitude of Parents towards Equitable Education

Development of Tools

1. Scale of Teachers attitude towards Equitable Education constructed and validated by the investigator

2. Scale of Parents attitude towards Equitable Education constructed and validated by the investigator

Selection of the Sample

100 Teachers and 100 Parents at High School Level

Administration of tools and collection of data

Data Analysis

1. Percentage Analysis

2. Differential M, S.D and t test

Testing of Hypothesis

Findings

Conclusions and Educational Implications

Fig 3.1 Showing the research procedure

33

3.8 Methodology 3.8.1 Method The present study is based on Normative Survey Method. 3.8.2 Sample A sample of 100 teachers and 100 parents were selected from the High and Higher Secondary schools in Thanjavur district. They were selected using Simple Random Sampling Technique. 3.8.3 Tools The following tools are used in the study. 1. Scale of Teachers attitude towards Equitable Education developed and validated by the investigator. 2. Scale of Parents attitude towards Equitable Education developed and validated by the investigator. 3.9 Construction of the tools Scale of Teachers attitude towards Equitable Education. Scale of teachers attitude towards Equitable Education was constructed to assess the attitude of high school level teachers towards Equitable Education. The tool was constructed based on 5 dimensions. 1. Syllabus 2. Teaching-Learning process. 3. Personality development of the students. 4. Preparing for the future life. 5. Evaluation. The investigator has constructed 50 objective type questions. Expert Opinion The items constructed were subjected to jury opinion consisting of research guide. 1. Reader, 2. Assistant Professors working in the University Department of Education

34

and 3. Expert teachers at High School level. The judges were requested to review each item as to their validity with reference to factors of Equitable Education, correctness of structures, phrasing of items and the suitability to the High School level teachers. The suggestions given by them were incorporated, some items were omitted and modifications were made. The modified scale consisted of 50 statements. It was confirmed that the tool was almost in order, covered all areas and suitable for final study. Reliability To establish the reliability of the test, the investigator adopted split-half method. The test was split into 2 equivalent halves usually by pooling the odd numbered items for one score and the even numbered items for another score. This usually makes the two set of scores obtained from a single phase reasonably equivalent. In this way these scores for each high school level teachers was obtained, one on odd numbered items and second on even numbered item. The correlation between the results of the halves is determined and from these, the reliability of the whole test was calculated by applying spearman-brown formula

r=

2 r12 1 + r12

Where r is the reliability co-efficient of the whole test and r1/2 is the reliability co-efficient of the half of the test. The reliability co-efficient calculated was 0.644. The obtained correlation co-efficient is significant at 0.01 level. Validity The tool was constructed based on 5 dimensions related to attitude of teachers towards Equitable Education. It was subjected to juries attitude, which confirmed that the tool possessed the validity with an adequate level. Scoring The scale of teachers attitude towards Equitable Education has Strongly agree, Agree, Disagree and Strongly disagree as responses which are to be ticked () by the teachers at High School level. The positive questions were subsequently scores as 4,3,2 and 1 respectively. Thus the negative questions were subsequently scored 35

1,2.3 and 4 respectively. The possible range of score obtained by an individual will be 50 to 200 marks for Equitable Education. Scale of Parents Attitude towards Equitable Education Scale of parents attitude towards Equitable Education was constructed to assess the attitude of high school level parents towards Equitable Education. The tool was constructed based on 5 dimensions. 1. Syllabus 2. Educational standard 3. Fees structure 4. Preparing for the future life. 5. Awareness about Equitable Education. Expert Opinion The items constructed were subjected to jury opinion consisting of research guide. 1. Reader, 2. Assistant Professors working in the University Department of Education and 3. 5 parents at High School level. The judges were requested to review each item as to their validity with reference to factors of Equitable Education, correctness of structures, phrasing of items and the suitability to the High School level parents. The suggestions given by them were incorporated, some items were omitted and modifications were made. The modified scale consisted of 50 statements. It was confirmed that the tool was almost in order, covered all areas and suitable for final study. Reliability To establish the reliability of the test, the investigator adopted split-half method. The test was split into 2 equivalent halves usually by pooling the odd numbered items for one score and the even numbered items for another score. This usually makes the two set of scores obtained from a single phase reasonably equivalent. In this way these scores for each high school level parents was obtained, one on odd numbered items and second on even numbered item. The correlation between the results of the halves is determined and from these, the reliability of the whole test was calculated by applying spearman-brown formula 36

r=

2 r12 1 + r12

Where r is the reliability co-efficient of the whole test and r1/2 is the reliability co-efficient of the half of the test. The reliability coefficient calculated was 0.623. The obtained correlation coefficient is significant at 0.01 level. Validity The tool was constructed based on 5 dimensions related to attitude of parents towards Equitable Education. It was subjected to juries attitude which confirmed that the tool possessed the validity with an adequate level. Scoring The scale of parents attitude towards Equitable Education has Strongly agree, Agree, Disagree and Strongly disagree as responses which are to be ticked () by the parents at high school level. The positive questions were subsequently scores as 4,3,2 and 1 respectively. Thus the negative questions were subsequently scored 1,2,3 and 4 respectively. The possible range of score obtained by an individual will be 50 to 200 marks for Equitable Education. 3.10 Pilot study Twenty High School teachers are taken for Pilot study. The research tool for scale of teachers attitude towards Equitable Education were given to the teachers. The doubts are cleared by the investigator and filled up the questionnaire. The questionnaire are collected from the teachers after giving some time. Twenty High School parents are taken for Pilot study. The research tool for scale of parents attitude towards Equitable Education were given to the parents. The doubts are cleared by the investigator and filled up the questionnaire. The questionnaire are collected from the parents after giving some time. 3.11 Collection of data The investigator has selected three Government Higher secondary schools and three private higher secondary schools for collection of data. The necessary permission was obtained from the head masters of these schools for collecting data.

37

The questionnaire was distributed to the teachers at High School level and necessary instructions were given to them and the data was collected. The investigator went to four villages and two towns in Thanjavur district for distributed questionnaire. The investigator clarified the doubts raised by the parents regarding tool and asked them to respond the tool in presence of the investigator. This helped much to avoid misinterpretation of things by the respondents 3.12 Statistical techniques used in the study Descriptive statistics were used to describe the sample with reference to the variables taken for the study. The percentage analyses were used to find out the levels of the attitude of teachers and parents towards Equitable Education. The t-test were used to find out the significant difference between the groups. 3.13 Conclusion The data were collected from 100 teachers and 100 parents at High School level in Thanjavur district. The collected data were analyzed with suitable statistical techniques and interpreted in the next chapter.

38

4.1 Introduction

Analysis is a process which enters into research in one form or another from the very beginning. It may be fair to say that research consists in general of two larger steps, the gathering of data and the analysis of these data but no amount of analysis can validity extract from the data factors which are not present. The merits and essence of a research depends upon the measurement and analysis of the performance of individual involved in the research. This chapter deals with the statistical analysis and interpretation of the collected data. The data collected using the suitable tools was analysed and the hypotheses were tested using appropriate statistical techniques. statistical techniques are used to analyze the data. The following

1. Percentage Analysis 2. Differential studies t-test

4.2 Percentage Analysis Based on score scale, the scores are divided into four levels as High Negative, Negative, Positive and High Positive. If the score is in-between of (50-87) it is considered to be High Negative level, between (88-125) it is considered to be Negative level, between (126-152) it is considered to be Positive level and between (153-200) is considered High Positive level. The levels are presented in Table 4.1 and in fig 4.1

39

4.2.1 Percentage analysis of teachers attitude towards Equitable Education. Table 4.1 Showing the percentage analysis of teachers attitude towards Equitable Education. Range 50 - 87 88 - 125 126 - 152 153 - 200 Total No. of Respondent 20 71 9 100 Percentage 20% 71% 9%

The table 4.1 represents that there is no respondents in the range of High Negative level (50-87). 20% of teachers have Negative attitude towards Equitable Education, 71% of teachers have Positive attitude towards Equitable Education and 9% of teachers have High Positive attitude towards Equitable Education. It is concluded that majority of teachers (71%) in the sample have Positive attitude towards Equitable Education. The percentage analysis of teachers attitude towards Equitable Education is shown graphically in figure 4.1

40

Figure 4.1 Showing the percentage analysis of teachers attitude towards Equitable Education

41

4.2.2 Percentage analysis of parents attitude towards Equitable Education Table 4.2 Showing the percentage analysis of parents attitude towards Equitable Education.

Range 50 - 87 88 - 125 126 - 152 153 - 200 Total

No. of Respondent 35 54 11 100

Percentage 35% 54% 11%

The table 4.2 represents that there is no respondents in the range of High Negative level (50-87). The 35% of parents have Negative attitude towards Equitable Education, 54% of parents have Positive attitude towards Equitable Education and 11% of parents have High Positive attitude towards Equitable Education. It is concluded that majority of the parents (54%) in the sample have Positive attitude towards Equitable Education. The percentage analysis of parents attitude towards Equitable Education is shown graphically in figure 4.2

42

Figure 4.2 Showing the percentage analysis of parents attitude towards Equitable Education

43

4.2.3 Percentage analysis with respect to gender of the teachers. Table 4.3 Showing the percentage analysis with respect to gender of the teachers. High Positive (153-200) N 1 8 % 2.4 13.6

Gender of the Teachers Men Women

Negative (88-125) N 10 10 % 24.4 16.9

Positive (126-152) N 30 41 % 73.2 69.5

The table 4.3 represents that 24.4% of men teachers have Negative attitude towards Equitable Education. 73.2% of men teachers have Positive attitude towards Equitable Education. 2.4% of men teachers have High Positive attitude towards Equitable Education. So it is concluded that the majority of men teachers (73.2%) in the sample have Positive attitude towards Equitable Education. The table 4.3 represents that 16.9% of women teachers have Negative attitude towards Equitable Education. 69.5% of women teachers have Positive attitude towards Equitable Education. And 13.6% of women teachers have High Positive attitude towards Equitable Education. So it is concluded that the majority of women teachers (69.5%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to gender of the teachers is shown graphically in figure 4.3

44

Figure 4.3 Showing the percentage analysis with respect to gender of the teachers.

45

4.2.4 Percentage analysis with respect to educational qualification of the teachers Table 4.4 showing the percentage analysis with respect to educational qualification of the teachers. High Positive (153-200) N 4 5 % 8.3 9.6

Educational qualification of the Teachers UG with B.Ed PG with B.Ed

Negative (88-125) N 12 8 % 25 15.4

Positive (126-152) N 32 39 % 66.7 75

The table 4.4 represents that 25% of teachers (UG with B.Ed) have Negative attitude towards Equitable Education. 66.7% of teachers (UG with B.Ed) have Positive attitude towards Equitable and 8.3% of teachers (UG with B.Ed) have High Positive attitude towards Equitable Education. So it is concluded that majority of UG with B.Ed qualified teachers (66.7%) in the sample have Positive attitude towards Equitable Education. The table 4.4 represents that 15.4% of teachers (PG with B.Ed) have Negative attitude towards Equitable Education. 75% of teachers (PG with B.Ed) have Positive attitude towards Equitable Education and 9.6% of teachers (PG with B.Ed) have High Positive attitude towards Equitable Education. So it is concluded that majority of PG with B.Ed qualified teachers (75%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to educational qualification of the teachers is shown graphically in figure 4.4

46

Figure 4.4 Showing the percentage analysis with respect to educational qualification of the teachers.

47

4.2.5 Percentage analysis with respect to experience of the teachers. Table 4.5 Showing the percentage analysis with respect to experience of the teachers. High Positive (153-200) N 8 1 % 14.8 2.2

Experience of the Teachers Below 10 years Above 10 years

Negative (88-125) N 8 12 % 14.8 26.1

Positive (126-152) N 38 33 % 70.4 71.7

The table 4.5 represents that 14.8% of below 10 years experience of teachers have Negative attitude towards Equitable Education. 70.4% of below 10 years experience of teachers have Positive attitude towards Equitable Education and 14.8% of below 10 years experience of teachers have High Positive attitude towards Equitable Education. So it is concluded that majority of below 10 years experience of teachers (70.4%) in the sample have Positive attitude towards Equitable Education. The table 4.5 represents that 26.1% of above 10 years experience of teachers have Negative attitude towards Equitable Education. 71.7% of above 10 years experience of teachers have Positive attitude towards Equitable Education and 2.2% of above 10 years experience of teachers have High Positive attitude towards Equitable Education. So it is concluded that majority of above 10 years experience of teachers (71.7%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to experience of teachers is shown graphically in figure 4.5

48

Figure 4.5 Showing the percentage analysis with respect to experience of the teachers.

49

4.2.6 Percentage analysis with respect to locality of the school. Table 4.6 Showing the percentage analysis with respect to locality of the school. High Positive (153-200) N 4 5 % 6.3 13.5

Locality of the school Urban Rural

Negative (88-125) N 18 2 % 28.1 5.4

Positive (126-152) N 41 30 % 65.1 81.1

The table 4.6 represents that 28.1% of teachers teaching in urban school have Negative attitude towards Equitable Education. 65.1% of teachers teaching in urban school have Positive attitude towards Equitable Education. And 6.3% of teachers teaching in urban school have High Positive attitude towards Equitable Education. So it is concluded that the majority of teachers (65.1%) in the sample teaching in urban school have Positive attitude towards Equitable Education. The table 4.6 represents that 5.4% of teachers teaching in rural school have Negative attitude towards Equitable Education. 81.1% of teachers teaching in rural school have Positive attitude towards Equitable Education. And 13.5% of teachers teaching in rural school have High Positive attitude towards Equitable Education. So it is concluded that the majority of teachers (81.1%) in the sample teaching in rural school have Positive attitude towards Equitable Education. The percentage analysis with respect to locality of the school is shown graphically in figure 4.6

50

Figure 4.6 Showing the percentage analysis with respect to locality of the school

51

4.2.7 Percentage analysis with respect to types of management. Table 4.7 Showing the percentage analysis with respect to types of management. High Positive (153-200) N 6 4 % 12 8

Types of the Management Government Private

Negative (88-125) N 8 12 % 16 24

Positive (126-152) N 36 34 % 72 68

The table 4.7 represents that 16% of government school teachers have Negative attitude towards Equitable education. 72% of government school teachers have Positive attitude towards Equitable Education. And 12% of government school teachers have High Positive attitude towards Equitable Education. So it is concluded that the majority of government school teachers (72%) in the sample have Positive attitude towards Equitable Education. The table 4.7 represents that 24% of private school teachers have Negative attitude towards Equitable Education. 68% of private school teachers have Positive attitude towards Equitable Education. And 8% of private school teachers have High Positive attitude towards Equitable Education. So it is concluded that the majority private school teachers (68%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to types of management is shown graphically in figure 4.7

52

Figure 4.7 Showing the percentage analysis with respect to types of management.

53

4.2.8 Percentage analysis with respect to gender of the parents. Table 4.8 Showing the percentage analysis with respect to gender of the parents. High Positive (153-200) N 5 6 % 9.6 12.5

Gender of the Parents Men Women

Negative (88-125) N 17 18 % 32.7 37.5

Positive (126-152) N 30 24 % 57.7 50

The table 4.8 represents that 32.7% of men parents have Negative attitude towards Equitable Education. 57.7% of men parents have Positive attitude towards Equitable Education. And 9.6% of men parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of men parents (57.7%) in the sample have Positive attitude towards Equitable Education. The table 4.8 represents that 37.5% of women parents have Negative attitude towards Equitable Education. 50% of women parents have Positive attitude towards Equitable Education. And 12.5% of women parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of women parents (50%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to gender of the parents is shown graphically in figure 4.8

54

Figure 4.8 Showing the percentage analysis with respect to gender of the parents.

55

4.2.9 Percentage analysis with respect to education of the parents. Table 4.9 Showing the percentage analysis with respect to education of the parents. High Positive (153-200) N 5 6 % 13.5 9.5

Education of the Parents Upto 10th std Above 10th std

Negative (88-125) N 13 22 % 35.1 34.9

Positive (126-152) N 19 35 % 51.4 55.6

The table 4.9 represents that 35.1% of upto 10th std parents have Negative attitude towards Equitable Education. 51.4% of upto 10th std parents have Positive attitude towards Equitable Education. And 13.5% of upto 10th std parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of upto 10th standard parents (51.4%) in the sample have Positive attitude towards Equitable Education. The table 4.9 represents that 34.9% of above 10th std parents have Negative attitude towards Equitable Education. 55.6% of above 10th std parents have Positive attitude towards Equitable Education. 9.5% of above 10th std parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of above 10th std parents (55.6%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to education of the parents is shown graphically in figure 4.9

56

Figure 4.9 Showing the percentage analysis with respect to education of the parents.

57

4.2.10 Percentage analysis with respect to occupation of the parents. Table 4.10 Showing the percentage analysis with respect to occupation of the parents. High Positive (153-200) N 5 4 % 12.2 6.8

Occupation of the Parents Daily wage Self employ

Negative (88-125) N 13 24 % 31.7 40.7

Positive (126-152) N 23 31 % 56.1 52.5

The table 4.10 represents that 31.7% of daily wage parents have Negative attitude towards Equitable Education. 56.1% of daily wage parents have Positive attitude towards Equitable Education. And 12.2% of daily wage parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of daily wage parents (56.1%) in the sample have Positive attitude towards Equitable Education. The table 4.10 represents that 40.7% of self employed parents have Negative attitude towards Equitable Education. 52.5% of self employed parents have Positive attitude towards Equitable Education. And 6.8% of self employed parents have High Positive attitude towards Equitable Education. So it is concluded that majority of self employed parents (52.5%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to occupation of the parents is shown graphically in figure 4.10

58

Figure 4.10 Showing the percentage analysis with respect to occupation of the parents.

59

4.2.11 Percentage analysis with respect to locality of the parents. Table 4.11 Showing the percentage analysis with respect to locality of the parents. High Positive (153-200) N 3 8 % 7 14

Locality of the Parents Urban Rural

Negative (88-125) N 17 18 % 39.5 31.6

Positive (126-152) N 23 31 % 53.5 54.4

The table 4.11 represents that 39.5% of urban parents have Negative attitude towards Equitable Education. 53.5% of urban parents have Positive attitude towards Equitable Education. And 7% of urban parents have High Negative attitude towards Equitable Education. So it is concluded that the majority of urban parents (53.5%) in the sample have Positive attitude towards Equitable Education. The table 4.11 represents that 31.6% of rural parents have Negative attitude towards Equitable Education. 54.4% of rural parents have Positive attitude towards Equitable Education. And 14% of rural parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of rural parents (54.4%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to locality of the parents is shown graphically in fig 4.11

60

Figure 4.11 Showing the percentage analysis with respect to locality of the parents.

61

4.2.12 Percentage analysis with respect to ward studying school of parents. Table 4.12 Showing the percentage analysis with respect to ward studying school of parents. High Positive (153-200) N 9 2 % 18 4

Ward studying school of Parents Aided Private

Negative (88-125) N 12 23 % 24 46

Positive (126-152) N 29 25 % 58 50

The table 4.12 represents that 24% of aided school parents have Negative attitude towards Equitable Education. 58% of aided school parents have Positive attitude towards Equitable Education. And 18% of aided school parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of the aided school parents (58%) in the sample have Positive attitude towards Equitable Education. The table 4.12 represents that 46% of private school parents have Negative attitude towards Equitable Education. 50% of private school parents have Positive attitude towards Equitable Education. 4% of private school parents have High Positive attitude towards Equitable Education. So it is concluded that the majority of private school parents (50%) in the sample have Positive attitude towards Equitable Education. The percentage analysis with respect to ward studying school of parents is shown graphically in figure 4.12

62

Figure 4.12 Showing the percentage analysis with respect to ward studying school of parents.

63

4.3 Differential studies Attitude of teachers and parents towards Equitable Education are the variables in the study. These variables are analysed with respect to gender of teachers, educational qualification of teachers, experience of the teachers, locality of the school and types of the management. Gender of parents, education of parents, occupation of the parents, locality of the parents, ward studying school of parents. TESTING THE DIFFERENCE BETWEEN THE MEANS OF TWO GROUPS t test was used to find out whether the two group means significantly differ or not. t value is calculated using the formula,

Where, M1 M2 N1 N2 The mean of the first group The mean of the second group The standard deviation of first group The standard deviation of second group Number of subjects in the first group Number of subjects in the second group

LEVEL OF SIGNIFICANCE The significant level is the maximum value of probability of rejecting the null hypothesis when it is true and usually determined in advance before testing the hypothesis. In the present study 0.05% level and 0.01% level of significance was determined for making decisions.

DEGREES OF FREEDOM The degrees of freedom (df) for the t-test, df= (N1+N2) - 2

64

4.3.1 Attitude of teachers towards Equitable Education and gender Hypothesis: 1 There is no significant difference between the men and women teachers in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of teachers towards Equitable Education was analysed with respect to gender. The mean, S.D and t values are shown in the table 4.13. Table 4.13. Showing the mean, S.D and t values for the attitude of teachers towards Equitable Education at High School level with respect to gender.

Gender Men Women

N 41 59

M 134.98 139.22

S.D 12.453 13.610

t value -1.588 NS

p value 0.116

NS Not Significant at 0.05 level The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the men and women teachers do not differ significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. The attitude of High School teachers towards Equitable Education with respect to gender is shown graphically in figure 4.13.

65

Figure 4.13 Showing the attitude of teachers towards Equitable Education with respect to gender.

66

4.3.2 Attitude of teachers towards Equitable Education and educational qualification. Hypothesis: 2 There is no significant difference between the teachers with educational qualification UG with B.Ed and PG with B.Ed in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of teachers towards Equitable Education was analysed with respect to educational qualification. The mean, S.D and t values are shown in the table 4.14. Table 4.14. Showing the mean, S.D and t values for the attitude of teachers towards Equitable Education at High School level with respect to educational qualification.

Educational qualification of the Teachers UG with B.Ed PG with B.Ed

N 48 52

M 137.00 137.92

S.D 13.804 12.838

t value 0.346 NS

p value

0.730

NS Not Significant at 0.05 levels. Thet value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the teachers with educational qualifications UG with B.Ed and PG with B.Ed do not differ significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. The attitude of High School teachers towards Equitable Education with respect to educational qualification is shown graphically in figure 4.14.

67

Figure 4.14 Showing the attitude of teachers towards Equitable Education with respect to educational qualification.

68

4.3.3 Attitude of teachers towards Equitable Education and experience of the teachers. Hypothesis: 3 There is no significant difference between the teachers with the teaching experience of below 10 years and above 10 years in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of teachers towards Equitable Education was analysed with respect to experience of the teachers. The mean, S.D and t values are shown in the table 4.15. Table 4.15. Showing the mean, S.D and t values for the attitude of teachers towards Equitable Education at High School level with respect to experience of the teachers.

Experience of the Teachers Below 10 years Above 10 years

N 54 46

M 138.96 135.74

S.D 12.852 13.639

t value 1.215 NS

p value 0.227

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that below 10 years and above 10 years experience of teachers do not differ significantly in their attitude towards Equitable Education. They are at the same level towards in their attitude towards Equitable Education. The attitude of High School teachers towards Equitable Education with respect to experience of teachers is shown graphically in figure 4.15.

69

Figure 4.15 Showing the attitude of teachers towards Equitable Education with respect to experience of teachers

70

4.3.4 Attitude of teachers towards Equitable Education and locality of the school. Hypothesis: 4 There is no significant difference between the teachers teaching in the rural and urban schools in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of teachers towards Equitable Education was analysed with respect to locality of the school. The mean, S.D and t values are shown in the table 4.16. Table 4.16 Showing the mean, S.D and t values for the attitude of teachers towards Equitable Education at High School level with respect to locality of the school.

Locality of the School Rural Urban

N 37 63

M 140.38 135.78

S.D 9.903 14.679

t value 1.692 NS

p value 0.094

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the rural and urban teachers do not differ significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. The attitude of High School teachers towards Equitable Education with respect to locality of the school is shown graphically in figure 4.16.

71

Figure 4.16 Showing the attitude of teachers towards Equitable Education with respect to locality of the school.

72

4.3.5 Attitude of teachers towards Equitable Education and management of the school. Hypothesis: 5 There is no significant difference between the teachers teaching in government schools and private schools in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of teachers towards Equitable Education was analysed with respect to management of the school. The mean, S.D and t values are shown in the table 4.17. Table 4.17. Showing the mean, S.D and t values for the attitude of teachers towards Equitable Education at High School level with respect to management of the school.

Management of the school Govt. Private

N 50 50

M 141.02 133.04

S.D 11.469 14.059

t value

p value

2.759 **

0.007

** - Significant at 0.01 level. The t value is significant at 0.01 level of significance. So the null hypothesis is rejected. It is concluded that the government school and private school teachers differs significantly in their attitude towards Equitable Education. Equitable Education than the teachers working in private schools. The attitude of High School teachers towards Equitable Education with respect to management of the school is shown graphically in figure 4.17. The teachers working in the government schools are at the higher level in their attitude towards

73

Figure 4.17 Showing the attitude of teachers towards Equitable Education with respect to management of the school.

74

4.3.6 Attitude of parents towards Equitable Education and gender of the parents. Hypothesis: 6 There is no significant difference between the men and women parents in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of parents towards Equitable Education was analysed with respect to gender of the parents. The mean, S.D and t values are shown in the table 4.18. Table 4.18. Showing the mean, S.D and t values for the attitude of parents towards Equitable Education at High School level with respect to gender of the parents. Gender of the Parents Men Women N 52 48 M 133.00 131.94 S.D 12.864 13.679 t value 0.400 NS p value 0.690

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the men and women parents do not differ significantly in their attitude towards Equitable Education. The attitude of High School parents towards Equitable Education with respect to gender is shown graphically in figure 4.18.

75

Figure 4.18 Showing the attitude of parents towards Equitable Education with respect to gender of the parents.

76

4.3.7 Attitude of parents towards Equitable Education and education of the parents. Hypothesis: 7 There is no significant difference between the parents educated upto 10th std and above 10th std in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of parents towards Equitable Education was analysed with respect to education of the parents. The mean, S.D and t values are shown in the table 4.19. Table 4.19. Showing the mean, S.D and t values for the attitude of parents towards Equitable Education at High School level with respect to education of the parents.

Education of the Parents Upto 10th std Above 10th std

N 37 63

M 131.43 133.11

S.D 14.066 12.747

t value -0.612 NS

p value 0.542

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the upto 10th std and above 10th std parents do not differ significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. The attitude of High School parents towards Equitable Education with respect to education of the parents is shown graphically in figure 4.19.

77

Figure 4.19 Showing the attitude of parents towards Equitable Education with respect to education of the parents.

78

4.3.8 Attitude of parents towards Equitable Education and occupation of the parents. Hypothesis: 8 There is no significant difference between the daily wage and self employed parents in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of parents towards Equitable Education was analysed with respect to occupation of the parents. The mean, S.D and t values are shown in the table 4.20. Table 4.20. Showing the mean, S.D and t values for the attitude of parents towards Equitable Education at High School level with respect to occupation of the parents.

Occupation of the Parents Daily wage Self employ

N 41 59

M 133.12 132.05

S.D 12.331 13.867

t value

p value

0.397 NS

0.692

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. The table

indicates that Daily wage and Self employed parents do not differ significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. The attitude of High School parents towards Equitable Education with respect to occupation is shown graphically in figure 4.20.

79

Figure 4.20 Showing the attitude of parents towards Equitable Education with respect to occupation of the parents.

80

4.3.9

Attitude of parents towards Equitable Education and locality of the

parents. Hypothesis: 9 There is no significant difference between the parents living in rural and urban in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of parents towards Equitable Education was analysed with respect to locality of the parents. The mean, S.D and t values are shown in the table 4.21. Table 4.21. Showing the mean, S.D and t values for attitude of parents towards Equitable Education at High School level with respect to locality of the parents.

Locality of the Parents Rural Urban

N 57 43

M 134.19 130.23

S.D 13.058 13.210

t value

p value

1.494 NS

0.138

NS Not Significant at 0.05 level. The t value is not significant at 0.05 level of significance. So the null hypothesis is accepted. It is concluded that the rural and urban parents do not differ significantly in their attitude towards Equitable Education. The attitude of High School parents towards Equitable Education with respect to locality of the parents is shown graphically in figure 4.21.

81

Figure 4.21 Showing the attitude of parents towards Equitable Education with respect to locality of the parents.

82

4.3.10 Attitude of parents towards Equitable Education and ward studying school of parents. Hypothesis: 10 There is no significant difference between the parents whose wards studying in aided schools and private schools in their attitude towards Equitable Education. The above hypothesis was tested by using the t-test. The attitude scores of parents towards Equitable Education was analysed with respect to ward studying school of parents. The mean, S.D and t values are shown in the table 4.22. Table 4.22. Showing the mean, S.D and t values for the attitude of parents towards Equitable Education at High School level with respect to ward studying school of parents.

Ward studying school of Parents Aided Private

N 50 50

M 137.08 127.90

S.D 11.691 13.139

t value

p value

3.691 **

0.000

** - Significant at 0.01 level. The t value is significant at 0.01 level of significance. So the null hypothesis is rejected. It is concluded that the aided and private school parents differs significantly in their attitude towards Equitable Education. The parents of the students studying in the aided schools are at the higher level in their attitude towards Equitable Education than the parents of the students studying in the private schools. The attitude of High School parents towards Equitable Education with respect to ward studying school of parents is shown graphically in figure 4.22.

83

Figure 4.22 Showing the attitude of parents towards Equitable Education with respect to ward studying school of parents.

84

4.3.11 Attitude of teachers towards Equitable Education with respect to the personal variables. Table 4.23 Showing the attitude of teachers towards Equitable Education with respect to the personal variables.

Variables Gender

Groups Men Women

N 41 59 48 52 54 46 37 63 50 50

M 134.98 139.22 137.00 137.92 138.96 135.74 140.38 135.78 141.02 133.04

S.D 12.453 13.610 13.804 12.838 12.852 13.639 9.903 14.679 11.469 14.059

t-value -1.588 NS

p-value 0.116

Educational qualification

UG with B.Ed PG with B.Ed Below 10 years

0.346 NS

0.730

Experience Above 10 years Locality of the school Rural Urban Govt. Private

1.215 NS

0.227

1.692 NS

0.094

Types of Management

2.759 **

0.007

NS - Not significant at 0.05 level. ** - Significant at 0.01 level.

85

4.3.12 Attitude of parents towards Equitable Education with respect to the personal variables. Table 4.24 Showing the attitude of parents towards Equitable Education with respect to the personal variables.

Variables Gender

Groups Men Women Upto 10th std

N 52 48 37 63 41 59 57 43 50 50

M 133.00 131.94 131.43 133.11 133.12 132.05 134.19 130.23 137.08 127.90

S.D 12.864 13.679 14.066 12.747 12.331 13.867 13.058 13.210 11.691 13.139

t-value 0.400 NS

p-value 0.690

Education Above 10 std Daily wage Occupation Self employ Rural Locality Urban Ward studying school of parents Aided Private
th

-0.612 NS

0.542

0.397 NS

0.692

1.494 NS

0.138

3.691 **

0.000

NS Not significant at 0.05 level. ** - Significant at 0.01 level. 4.4 CONCLUSION The data collected related to the study were analysed and interpreted. The

percentage analysis was used to find out the level of attitude of teachers and parents towards Equitable Education and t-test was used to find out the significant difference between the groups.

86

5.1 INTRODUCTION Equality and quality education is defined here as not only the curriculum but also the infrastructure facilities number of teachers, their talents, text book, examination pattern and school administration. These are the part and parcel of school education. Having all these fulfillments with a big plan of action is called Equity in education well trained teachers, curriculum , Infrastructure facilities and teacher student ratio are the contributing factors. In any one of the above factors is equal it cannot be called as Equity in education once matriculation schools were under the control of universities. The summary, findings of the study, educational implications and recommendations are given in this chapter. 5.2 STATEMENT OF THE PROBLEM Various educational systems are seen in our country. They are State Board,

Matriculation, Anglo-Indian and Oriental schools. Many qualitative differences are seen in these schools. So Equitable Education is important in this time. Equitable Education is all the students are getting the same quality of education. So the investigator has intended to undertake the present study A study of the Attitude of Teachers and Parents towards Equitable Education at High School level in Thanjavur district. 5.3 NEED AND SIGNIFICANCE OF THE STUDY In our country there are different kinds of educational systems like Matriculation, State board, Anglo-Indian and Oriental schools. The heterogeneous group of students learning in these heterogeneous kinds of schools gain heterogeneous knowledge, experience and education. This makes lot of differences and inequality in educational standard. So for this there lies the solution and it is equitable education. There is big difference between educational standard of students in rural and urban. So this makes differents in opportunity of getting jobs and competitive exams. The students whose studied in rural schools feel difficult in passing out competitive exams like CAT (Common Attitude Test), IIT (Indian Institute of Technology) and AIEEE (All India Engineering Entrance Exam) etc. This make us to realise the importance of equitable education.

87

Equitable education removes all the differences in educational standard of all kinds of students studying in various kinds of schools. And in future days when equitable education is implemented all students will be found with same educational standard. And this makes them to safe all kinds of competitive exams and the competition lying in this past moving world. Teachers and parents play a vital role in the growth of students both mentally and physically. Therefore, it is a felt need to study the attitude of teachers and parents towards equitable education. 5.4 OBJECTIVES OF THE STUDY The following are the objectives of the present study. 1. To construct a tool to assess the attitude of teachers towards Equitable Education with respect to gender, educational qualification, experience of teacher, locality of the school and types of the school etc. 2. To construct a tool to assess the attitude of parents towards Equitable Education with respect to gender, educational qualification, occupation, locality and ward studying types of school etc. 3. To give recommendations based on the finding. 5.5 VARIABLES IN THE STUDY The criterion variables in the study are attitude of teachers and parents towards Equitable Education. This study attempts to investigate these variables with respect to gender of teachers, educational qualification of teachers, locality of the school, experience of teachers and types of management. Gender of parents, education of parents, occupation of parents, residential location of parents and whose ward studying school of parents and gender of teachers, educational qualification of teachers, locality of the school, experience of teachers and types of management.

88

5.6 HYPOTHESES OF THE STUDY The following hypotheses were formulated based on the objectives of the study. 1. There is no significant difference between the men and women teachers in their attitude towards Equitable Education. 2. There is no significant difference between the teachers with educational qualification UG with B.Ed and PG with B.Ed in their attitude towards Equitable Education. 3. There is no significant difference between the teachers with the teaching experience of below 10 years and above 10 years in their attitude towards Equitable Education. 4. There is no significant difference between the teachers teaching in the rural and urban schools in their attitude towards Equitable Education. 5. There is no significant difference between the teachers teaching in government schools and in private schools in their attitude towards Equitable Education. 6. There is no significant difference between the men and women parents in their attitude towards Equitable Education. 7. There is no significant difference between the parents educated upto 10th std and above 10th std in their attitude towards Equitable Education. 8. There is no significant difference between the daily wage and self employed parents in their attitude towards Equitable Education. 9. There is no significant difference between the parents living in rural and in urban, in their attitude towards Equitable Education. 10. There is no significant difference between the parents whose wards studying in aided and private schools in their attitude towards Equitable Education.

89

5.7 METHODOLOGY 5.7.1 METHOD The present study is based on Normative Survey Method. 5.7.2 SAMPLE A sample of 100 teachers and 100 parents was selected from the high and higher secondary schools in Thanjavur district. Sampling Technique. 5.7.3 TOOLS The following tools was used in the study. 1. "Scale of Teachers attitude towards Equitable Education" developed and validated by the investigator. 2. "Scale of Parents attitude towards Equitable Education" developed and validated by the investigator. 5.8 DATA ANALYSIS The percentage analyses were used to find out the levels of the attitude of teachers and parents towards Equitable Education. The t-test were used to find out the significant difference between the groups. 5.9 FINDINGS OF THE STUDY The following are the findings of the study. Findings related to Percentage analysis 1. Majority of the High School teachers (71%) in the sample have positive attitude towards Equitable Education. They were selected using Simple Random

90

2. Majority of the parents (54%) in the sample have positive attitude towards Equitable Education. 3. Majority of the men teachers (73.2%) in the sample have positive attitude towards Equitable Education. Majority of the women teachers (69.5%) in the sample have positive attitude towards Equitable Education. 4. Majority of UG with B.Ed qualified teachers (66.7%) in the sample have positive attitude towards Equitable Education. Majority of PG with B.Ed qualified teachers (75%) in the sample positive attitude towards Equitable Education. 5. Majority of below 10 years experience of teachers (70.4%) in the sample have positive attitude towards Equitable Education. Equitable Education. 6. Majority of teachers (65.1%) in the sample teaching in urban school have positive attitude towards Equitable Education. Majority of teachers (81.1%) in the sample teaching in rural school have positive attitude towards Equitable Education. 7. Majority of government school teachers (72%) in the sample have positive attitude towards Equitable Education. Majority of private school teachers (68%) in the sample have positive attitude towards Equitable Education. 8. Majority of men parents (57.7%) in the sample have positive attitude towards Equitable Education. Majority of women parents (50%) in the sample have positive attitude towards Equitable Education. 9. Majority of upto 10th std parents (51.4%) in the sample have positive attitude towards Equitable Education. Majority of above 10th parents (55.6%) in the sample have positive attitude towards Equitable Education. 10. Majority of daily wage parents (56.1%) in the sample have positive attitude towards Equitable Education. Majority of self employed parents (52.5%) in the sample have positive attitude towards Equitable Education. Majority of above 10 years experience of teachers (71.7%) in the sample have positive attitude towards

91

11. Majority of urban parents (53.5%) in the sample have positive attitude towards Equitable Education. Majority of rural parents (54.4%) in the sample have positive attitude towards Equitable Education. 12. Majority of the aided school parents (58%) in the sample have positive attitude towards Equitable Education. Majority of the private school parents (50%) in the sample have positive attitude towards Equitable Education. The following are main findings of the study. 1. The men and women teachers do not differ significantly in their attitude

towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 2. The UG with B.Ed and PG with B.Ed qualified teachers do not differ

significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 3. The below 10 years and above 10 years experience of teachers do not differ

significantly in their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 4. The rural and urban teachers do not differ significantly in their attitude

towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 5. The government school and private school teachers differs significantly in The teachers working in the

their attitude towards Equitable Education.

government schools are at the higher level in their attitude towards Equitable Education than the teachers working in private schools 6. The men and women parents do not differ significantly in their attitude

towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 7. The up to 10th std and above 10th std parents do not differ significantly in

their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 92

8.

The daily wage and self employed parents do not differ significantly in

their attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 9. The living in rural and urban parents do not differ significantly in their

attitude towards Equitable Education. They are at the same level in their attitude towards Equitable Education. 10. The aided and private school parents differs significantly in their attitude towards Equitable Education. The parents of the students studying in the aided schools are at the higher level in their attitude towards Equitable Education than the parents of the students studying in the private schools. 5.10 DISCUSSION WITH THE RESULTS OF OTHER RELATED STUDIES The result of the present study A study of the Attitude of Teachers and Parents towards Equitable Education at High School Level in Thanjavur district is discussed below with the result of other related studies. This study reveals that the majority of the High school teachers (71%) have positive attitude towards Equitable Education. Majority of the parents (54%) have positive attitude towards Equitable Education. It is in congruence with the results of Mohanasundaram and Thirugnanasambandam (2010) who reported that the students, teachers and parents expressed favourable attitude towards the implementation of the Sarva Shiksha Abhiyan programme at primary level in Tamil Nadu. It is also in agreement with the results of Tuovinen (2010) who reported that the educational system of Finland provides a practical example of equity and excellence in equation. It rests on an equitable legislative base leading to an even-handed nationwide educational provision. It is also in congruence with the court opinion (2011) samacheer kalvi will be implemented in classess 2 to 5 and 7 to 10 in schools across the state this academic year. This study reveals that the men and women teachers do not differ significantly in their attitude towards Equitable Education. They are at the same level. It is in agreement with the reports of Rajagopalan (2011) who reported that committees for each subject with senior teachers are constituted and guidelines for a common curriculum of good standard was recommended.

93

This study reveals that the parents of the students studying the aided and private schools differs in their attitude towards Equitable Education. It is congruence with the results of Nasreen akhter (2009) who reported that all parents want their children to learn. But the level of their desire and efforts vary because of different socio-cultural and economical factors. 5.11 CONCLUSIONS AND EDUCATIONAL IMPLICATIONS OF THE STUDY Conclusions: The study reveals that the majority of the High School teachers (71%) in the sample have positive attitude towards Equitable Education. The Majority of the parents (54%) in the sample have positive attitude towards Equitable Education. There is a significant difference in the research variables attitude of teachers and parents towards Equitable Education with respect to types of management and ward studying school of parents. The teachers working in the government schools are at a higher level in their attitude towards Equitable Education than the teachers working in private schools. The parents of the students studying in the aided schools are at a higher level in their attitude towards Equitable Education than the parents of the students studying in the private schools. EDUCATIONAL IMPLICATIONS OF THE STUDY 1. Equitable Education emphasizes equal quality education for all. 2. Equitable Education gives no differences between rural students and urban students. 3. Students are benefited in employment through same curriculum. 4. Various changes are made in teaching-learning process.

94

5. Teacher centred education changes student centred education through this curriculum. 6. Life skill is developed from class room skill. 7. Changes are made in examination evaluation. 8. Text books are in psychological basis. 5.12 RECOMMENDATIONS OF THE STUDY Recommendations to the government 1. Implementation of Equitable Education for following years will bring a great revolution in the educational history and standard gets uniform. 2. Equitable Education can the modernized by using educational technology. 3. Government should great proper awareness about Equitable Education among the society. 4. The standard of Equitable Education should be maximized updated in a easier manner so that goes often and rural students prosper. 5. Proper inservice training should be given for Equitable Education. So that can get benefit at there doorsteps. 6. Government can also conduct open seminar, conferences for students based on the syllabus of education. 7. In order to improve the standard of Equitable Education proper knowledge of current affairs, technology, communication skill, world affairs could also be added as a separate subject. Recommendations to the teachers 1. Teachers should encourage the student so that the students themselves do the project work by own. 2. Teachers must train the students to apply the knowledge in day-to-day life.

95

3. Teachers should teach Equitable Education using educational technology. 4. Teachers should develop the mentality to accept Equitable Education-since to get and equal education is an compulsory right for everyone. Recommendations to the parents 1. Getting an equal education is the basic right parents should develop the mentality of accepting Equitable Education. 2. Equitable Education do not accept the quality of their childrens education at any cost. 3. Awareness about educational fees should be made among the parents by the government. 4. Parents should encourage the children to do the Equitable Educational projects. 5. Parent should realise todays children are tomorrows society. So that by providing Equitable Education they are getting an uniform society. And children get the right knowledge to face the competition in this high-tech world. 6. Parents should also realise by getting Equitable Education, children get confident and innovative thinking. 5.13 SCOPE FOR FURTHER STUDY 1. A study on the Attitude of Primary school teachers towards Equitable Education may be conducted. 2. A study on the Attitude of Primary school students towards Equitable Education may be conducted. 3. A study on the Attitude of Matriculation school parents towards Equitable Education may be conducted. 4. A study on the Attitude of various Educationalists towards Equitable Education may be conducted. 5. Equitable Education improves quality child education A study. 96 right

6. Teaching-Learning materials of Equitable Education were found to be very effective and helped students in better understanding of the subjects. 7. Equitable Education increased Parents satisfaction with their children education A study. 8. A study on the Attitude of High School Students towards Equitable Education may be conducted.

97

1. Antoney Sujatha, D .(2010). Contributions of Christian Institutions in empowering the mentally challenged children. Unpublished Ph.D Thesis, Manonmaniam Sundaranar University, Tirunelveli. 2. Best, J. W. & Khan, J. V. (2005). Research in Education (IX) edition. New Delhi: Hall of India Private Ltd. 3. Cooper, A. M. (1987). The Integrative Research Review: A systematic Approach. New Delhi: Sage Publications. 4. Jagabar Sadik, K .(2010). A study on Parents attitude towards Equitable Education in Thanjavur District. Unpublished M.Ed., Dissertation, Dept. of Educational Technology, Bharathidasan University, Trichy. 5. Kannan, C .(2009). A study on Tribal women empowerment in Kolli Hills area in Namakkal district. Unpublished M.Phil., Dissertation, Dept. of Education and management, Tamil University, Thanjavur. 6. Karthick, M .(2011). Perception about M-Learning among the Teacher Educators at Secondary Teacher Education level. Unpublished M.Phil., Dissertation, Dept. of Education and management, Tamil University, Thanjavur. 7. Madhubala, J .(2010). Developing Conflict resolution skill and Social maturity among Secondary Teacher Trainees. Unpublished M.Phil., Dissertation, Dept. of Education and management, Tamil University, Thanjavur. 8. Marlow Ediger & Digumarti Bhaskara Rao. (2006). Quality School Education. New Delhi: Discovery Publishing House. 9. Mohanasundaram, K., & Ayyapan, R . (2011). Teaching of block diagrams in physics through cognitive factory method at higher secondary level. Journal of Innovation in Education & Psychology. Vol. 1(3), P. 10-14. 10. Mohanasundaram, K., & Srinivasan, P. (2008). Methods of teaching in physical sciences. Mannargudi: Mohan publishers. 11. Mohanasundaram, K., & Sugasini, A .(2011). Conflict resolution and mental health of secondary teacher trainees. Indian journal of Psychometry and Education. Vol. 42(1), P. 30-33. 12. Mohanasundaram, K., & Thirugnanasambandam, S .(2010). A study of Sarva Shiksha Abhiyan programme at Primary level with special reference to attitude of students, 98

teachers and parents. Indian journal of Psychometry & Education. Vol. 42(2), P. 218-220. 13. Nagarajan, K.(2002). Educational Statistics-I: Descriptive Statistics. Chennai: Ram Publishers. 14. Nagarajan, K., Devasakayam Selvakumar., & Brabhu Sankar, S. (2002). Educational Statistics-II: Inferential Statistics. Chennai: Ram Publishers. 15. Paulin Margreat, J .(2009). A study of factors responsible for selecting the English medium schools by the parents. Unpublished M.Phil., Dissertation, Department of Education and management, Tamil University, Thanjavur. 16. Singh, M.S .(2007). New Trends in Education. New Delhi: Adhyayan Publishers & Distributors.

99

1. Ann Matear .(2007). Equity in education in Chile: The tensions between policy and practice. Retrieved, January, 2007, from http://www.sciencedirect.com. 2. Baldwin, G., & James, R .(2010). Access and Equity in Higher Education.Retrieved, May 14, 2010, from http://www.sciencedirect.com. 3. Boaz Shulruf, Rolf Turner & John Hattie .(2009). A dual admission model for Equity in higher education: a multi-cohort longitudinal study. Retrieved, March 8, 2009, from http://www.sciencedirect.com. 4. Court opinion .(2011). Samacheer kalvi SC judgement: Samacheer kalvi Supreme Court Results 2011. Retrieved, August 9, 2011, from http://www.samacheerkalvi.in. 5. Feyza Tantekin Erden .(2009). A course on gender equity in Education: Does it affect gender role attitudes of preservice teachers. http://www.sciencedirect.com. 6. Gunasekaran .(2011). PMK Thumbs it nose at academicians on kalvi panel: Kalvi panel. Retrieved, June 18, 2011, from http://www.hindu.com. 7. Hughes, P., & Walker, A .(2010). Secondary Education in Developing countries. Retrieved, May 14, 2010, from http://www.sciencedirect.com. 8. Isaac M. Ntshoe .(2003). The political economy of access and equitable allocation of resources to higher education.Retrieved, May 17, 2003,from http://www.sciencedirect.com. 9. Joanna Harma .(2011). Low cost privat schooling in India: Is it pro poor and Retrieved, December 9,2008,from

equitable? Retrieved, February 17, 2011, from http://www.sciencedirect.com. 10. Ken Masters & Gudrun Oberprieler .(2004). Encouraging Equitable online participation through curriculum articulation. Retrieved, October 20, 2003, from http://www.sciencedirect.com. 11. Lewin, K. M .(2011). Expanding access to secondary education: Can India catchup? Retrieved, February 26, 2011, from http://www.sciencedirect.com. 12. Matuchniak, T., & Warschaker, M .(2010). http://www.sciencedirect.com. 13. Morley, L .(2010). Gender Equity in Higher Education: Challenges and Celebrations. Retrieved, May 14, 2010, from http://www.sciencedirect.com. Retrieved, May 14, 2010, from

100

14. Nisha Arunatilake .(2006). Educational Participation in Sri lanka. February20, 2007, from http://www.sciencedirect.com.

Retrieved,

15. Ponmudy, K .(2009). Implementation of uniform education system in TN only After discussion. Retrieved, October 21, 2009, from http://www.hindu.com. 16. Rajagopalan, S. S .(2011). Some hail samacheer kalvi, other quail. Retrieved, May 31, 2011, from http://www.deccanchronicle.com. 17. Sangameswaran, K. T .(2011). HC stays samacheer kalvi thittam

postponement.Retrieved, June 11, 2011, from http://www.hindu.com. 18. Thomas, Liffy .(2010). Samacheer kalvi leaves parents anxious. Retrieved,September 8, 2010, from http://www.hindu.com. 19. Tuovinen, J. E .(2010). Equity in Technology access and opportunities. Retrieved, May 14, 2010, from http://www.sciencedirect.com. 20. Venkatesan, J. (2011). Samacheer kalvi: State to move supreme court today. Retrieved, June 13, 2011, from http://www.hindu.com. 21. Venkatesan, J. (2011). Supreme court asks state to continue samacheer kalvi for classess I and VI. Retrieved, July 02, 2011, from http://www.deccanchronicle.com. 22. Zuze, T. L., & Murray Leibbrandt .(2011). Free education and social inequality in Ugandan Primary schools: A step backward or a step in the right direction.Retrieved, July 16, 2010, from http://www.sciencedirect.com.

101