Asian Journal of Home Science

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Assessment of Social Relationship and Teaching–Learning of School


Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Assam Agricultural University, Jorhat (Assam), India
     

   Subscribe/Renew Journal


A school with adequate facilities, collaborative decision making, and respectful interpersonal relations between students, staff, and parents, as well as other personnels can enhance academic achievement level in the schools. The present study was undertaken to study and compare the environment and safety of government and private schools. The sample comprised of 180 school students between the age group of 14 –15 years (class-IX) drawn from the Jorhat district of Assam. Data was collected from the respondents by using schedule to assess social relationship and to assess different aspects related to teaching and learning. It can be highlighted from the findings that all the private schools had high and average level of social relationship. In the aspect of teaching and learning the level was also found to be average. But in government schools the levels were found to be in average and low as far as social relationship and teaching – learning aspects are concerned. Statistical analysis (z-test) also showed a highly significant difference between government and private schools in the dimensions of social relationship and in the aspect of teaching and learning.

Keywords

School Environment, School Safety, Government School, Private School.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Baker, J., Grant, S. and Morlock, L. (2008). The teacher– student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1) : 3-15.

  • Bali, V. and Alverez, M.R. (2003). Schools and educational outcomes: what causes the ‘race gap’ in student test score? Soc. Sci. Quarterly, 84(3) : 485-508.

  • Bennett, J. (2001).The relationship between classroom climate and student achievement. Dissertation Presentation. Doctor of Education (Educational Administration), p. 121.

  • Bhat, B.A. (2015). Government-private disparity in relation to the senior secondary student’s academic achievement. Indian J. Appl. Res., 5(1).

  • Blum, R.W. (2005). A case for school connectedness. Educational Leadership 62(7): 16-20.

  • Bryan, J.B. (2005). Fostering educational resilience and achievement in urban schools through school-familycommunity partnerships. Professional School of Counseling, 8 : 219-227.

  • Cataldi, E.F., Laird, J. and Ramani, A. (2009). High school droupout and completion rates in the united States. National centre for education statistics, Institute of education Sciences, U.S. Department of education.

  • Ch, A.H. (2006). Effect of guidance services on study attitudes, study habits and academic achievement of secondary school students. Bull. Edu. & Res., 28(1) : 35-45.

  • Crosnoe, R., Monica, K. and Glen, H. (2004). School size and the interpersonal side of education: an examination of race/ ethnicity and organizational context. Soc. Sci. Quarterly, 85(5): 1259-1274.

  • Eamon, M.K. (2005). Socio-demographic, school, neighbourhood, and parenting influence on academic achievement of Latino young adolescent. J. Youth & Adolescents, 34(20) : 163-175.

  • Eshetu, A.A. (2015). Does school type matter in academic achievement in regional examination? Comparative ctudy of Private and Government Schools. Internat. J. Educ. Studies, 7 (2) : 161-170.

  • Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnick, H. and Elias, M.J. (2003). Enhancing school-based prevention and youth development though coordinated social, emotional, and academic learning.American Psychologist, 58 : 466-474.

  • Kansal, D., Baliga, S.S., Mallapur, M.D. and Katti, S. M. (2015). Comparison of school health services among private and Government owned schools of Belgaum. Internat. J. Tropical Disease & Health, 7(1).

  • Koran, M. (1989). School Climate and student Affective Needs. Ph.D. (H.Sc.) Thesis, University of Lethbridge.

  • Muleyi, G. (2008). Effects of home factors and type of school on academic performance of Girls in Bungoma District (M.Phil. Thesis). Moi University, Eldoret.

  • Ryan, A.M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35 : 101-112.

  • Soares, A.P., Guisande, A.M., Almeida, L.S. and Paramo, F.M. (2009). Academic achievement in first year Portuguese college students: The role of academic preparation and learning strategies. Internat. J. Psychol., 44(3) : 204-212.

  • Thaninayagam, V. (2014). Organizational climate and teachers morale in the Higher Secondary Schools. Internat. J. Scientific Res., 3(11) : 132-136.

  • Ali, A. (2013). Creative Essay.http://www.essssay.com/2013/05/private-school-vs-government-school.html.


Abstract Views: 218

PDF Views: 0




  • Assessment of Social Relationship and Teaching–Learning of School

Abstract Views: 218  |  PDF Views: 0

Authors

Sendi Seb Rengma
Department of Human Development and Family Studies, College of Home Science, Assam Agricultural University, Jorhat (Assam), India
Jinamoni Saikia
Department of Human Development and Family Studies, College of Home Science, Assam Agricultural University, Jorhat (Assam), India
Tulika Borah
Department of Human Development and Family Studies, College of Home Science, Assam Agricultural University, Jorhat (Assam), India

Abstract


A school with adequate facilities, collaborative decision making, and respectful interpersonal relations between students, staff, and parents, as well as other personnels can enhance academic achievement level in the schools. The present study was undertaken to study and compare the environment and safety of government and private schools. The sample comprised of 180 school students between the age group of 14 –15 years (class-IX) drawn from the Jorhat district of Assam. Data was collected from the respondents by using schedule to assess social relationship and to assess different aspects related to teaching and learning. It can be highlighted from the findings that all the private schools had high and average level of social relationship. In the aspect of teaching and learning the level was also found to be average. But in government schools the levels were found to be in average and low as far as social relationship and teaching – learning aspects are concerned. Statistical analysis (z-test) also showed a highly significant difference between government and private schools in the dimensions of social relationship and in the aspect of teaching and learning.

Keywords


School Environment, School Safety, Government School, Private School.

References