School factors and academic achievement: A comparative study of residential school children and rural government school children
S Ashwini Kumari, Saritha Devi, K Mayuri
The study compares the effects of school factors contributing to the High Academic Achievement of Private Residential School Children and Rural Government School Children. Sample consisted of 40 teachers from each category. Questionnaire for the teachers is developed by the investigator to study the contribution of school factors. The study reveals that contribution of School factors was high for private Residential Schools, Average for Rural Government Schools except method of teaching and curriculum and subject matter. There was no significant positive correlation between school contributing factors and Academic Achievement of Rural government school children. In Private Residential schools, there was significant positive correlation between achievement in English and Curriculum and Subject matter, Method of teaching. Teacher’s qualification and classroom organization significantly contributed to achievement in Mathematics. Achievement in Science was positively correlated with Physical set up and Curriculum and subject matter.