COMPARATIVE STUDY OF STUDENTS UNDER GOVERNMENT SCHOOLS AND

PRIVATE SCHOOLS

A project submitted to Mother Teresa Women’s University in partial

Fulfillment of the requirements for the award of the degree of

MASTER OF SCIENCE

IN

MATHEMATICS

By

D. TAMILSELVI

Reg. No: 174521ER032

UNDER THE GUIDANCE OF

Ms. R.RAMYA, M.Sc., M. Phil., B.Ed.,

Assistant Professor,

Department of Mathematics.

TheniMelapettai Hindu NadargalUravinmurai

NADAR SARASWATHI COLLEGE OF ARTS & SCIENCE, THENI

Accredited by NAAC with ‘A’ Grade
Approved under 2(f) and 12(B) Status of UGC
Permanently Affiliated to Mother Teresa Women’s University, Kodaikanal
An ISO 9001:2008 Certified Institution

APRIL – 2019
Ms. R. RAMYA, M.Sc., M.Phil., B.Ed.,

Assistant Professor,

Department of Mathematics,

Nadar Saraswathi College of Arts and Science,

Vadaputhupatti, Theni – 625531.

CERTIFICATE

This is to certify that the Project entitled “A SURVEY ON THE PRIVATE

ANDGOVERNMENT SCHOOL STUDENTS” is a record of work carried out by
the candidate Ms. D. TAMILSELVI(175421ER032) under my guidance during the
period of research at NADAR SARASWATHI COLLEGE OF ARTS AND
SCIENCE, THENI. The Project has not previously formed the basis for the award to
the candidate of any Degree, Diploma, Associationship, Fellowship or other similar
titles and that the Project as a whole in its organization and the treatment of material
and its critical evaluation represents independent work of the candidate.

Place: Theni

Date: Research Guide

Mrs. V.ANANTHI, M.Sc., M.Phil.,M.Ed., (Ph.D)

Head, Department of Mathematics,

NadarSaraswathi College of Arts and Science,

Vadaputhupatti, Theni – 625 531.

EXTERNALEXAMIN
ER
Ms. D. TAMILSELVI

M.Sc., Mathematics,

Nadar Saraswathi College of Arts and Science,

Vadaputhupatti, Theni – 625531.

DECLARATION

I hereby declare honestly and sincerely that the Project entitled “A SURVEY ON
THE PRIVATE AND GOVERNMENT SCHOOL STUDENTS” has been
originally carried out by me under the guidance of Ms. R. RAMYA, M.Sc., M.Phil.,
B.Ed., Assistant Professor in MATHEMATICS, NADAR SARASWATHI
COLLEGE OF ARTS AND SCIENCE, THENI. This work has not been submitted
either in full or in part of my degree at any university.

Place: Theni

Date:

Signature of the Candidate

 ACKNOWLEDGEMENT

Gratitude is the word that, come from the heart of the thanked to reach the givers
heart. Every act of love and labor should be remember with thanks. I thank the
Almighty for showering his countless blessings on me to complete the project
successfully.

I wish to express my deep sense of gratitude to Dr. S. Chitra., Ph.D.,

SET.,D.LittPrincipal, Nadar Saraswathi College of Arts And Science, Theni, who has
been a source of strength and inspiration.

I extend my grateful thanks to our Head of the Department Mrs.V.ANANTHI,

M.Sc., M.Phil.,M.Ed., (Ph.D) for her great support and motivation in completing the
project.

I truly express my deep sense of gratitude, indebtedness and regard to my Guide

MS.R.RAMYA, M.Sc., M.Phil.,Assistant Professor in Mathematics,
NadarSaraswathi College of Arts and Science, Theni, for her valuable guidance and
suggestions by contributing in her special ways for the success of this project. All the
faculty members of Mathematics Department deserve my thanks for their kind
guidance.

I would like to express my sincere love for my parents Mr. M. DEIVENDRAN,

Mrs. D. POUNAMMAL who sacrificed their every happiness to see my prospering.

Finally, my whole heartily acknowledge and indebtedness, to my family members and

my close for their encouragement throughout this arduous work.

D. TAMILSELVI.
 CONTENT

S.N PAGE
CHAPTER DESCRIPTION
O NUMBER

1. Introduction 1

2. I Preliminaries 4

3. II Research Methodology 13

4. III Graph Analysis 24

5. IV Test analysis 35

Findings, Suggestion and

6. V 54
Conclusion

7. References 57

ABSTRACT
 Indian education system has been globally accepted as one of the best education in
the world. Educational institutions in India are primarily Government and private.
Government is school is known as administrated by local or state or central
government. Private school is known as independent schools, privately funded, not
administrated by government. The project is about “A Survey on Private and
Government School’s students”. This project is designed to know the difference
between Private School’s students and Government School’s students in nearby Theni
district. The project analyzes the facilities and problems faced by their schools. How
they involved in their studies and other academic performances. The future view of
the students in private schools and government schools

We use the method of interview questionnaire which involves the set of

questions. We apply the statistical tools for our project to improve the society in
various forms.

KEYWORDS:

private school, government school, comparison of the school students.

 INTRODUCTION

Statistics, in a sense, is as old as the human society itself. Its origin can be
traced to the old days when it was regarded as the ‘science of State-craft ‘and was
the by-product of the administrative activity of the State. The word ‘statistics’ seems
to have been derived from the Latin word ‘status’ or Italian word ‘statista’ or a
German word ‘statistik’ each of which means a ‘political state’.

Statistics has been defined differently by different authors from time to time.
Definition: (Statistics).
Statistics consists of a body of methods for collecting and analyzing data.
Statistical analysis of quantitative data is important throughout the pure and
social sciences.

For example,
During this module we will consider examples from Biology, Medicine,
Agriculture, Economics, Business and Meteorology. Statistics is a very broad subject,
with applications in a vast number of different fields. In generally one can say that
statistics is the methodology for collecting, analyzing, interpreting and drawing
conclusions from information. Putting it in other words, statistics is the methodology
which scientists and mathematicians have developed for interpreting and drawing
conclusions from collected data. Everything that deals even remotely with the
collection, processing, interpretation and presentation of data belongs to the domain
of statistics, and so does the detailed planning of that precedes all these activities.
From above, it should be clear that statistics is much more than just the
tabulation of numbers and the graphical presentation of these tabulated numbers.
Statistics is the science of gaining information from numerical and categorical data.
Statistical methods can be used to find answers to the questions like:
 What kind and how much data need to be collected?
 How should we organize and summarize the data?
 How can we analyze the data and draw conclusions from it?
 How can we assess the strength of the conclusions and evaluate their
uncertainty? That is, statistics provides methods for
 Design: Planning and carrying out research studies.
 Description: Summarizing and exploring data.

1
  Inference: Making predictions and generalizing about phenomena
represented by the data.
Furthermore, statistics is the science of dealing with uncertain phenomenon
and events. Statistics in practice is applied successfully to study the effectiveness of
medical treatments, the reaction of consumers to television advertising, the attitudes
of young people toward sex and marriage, and much more. It’s safe to say that
nowadays statistics is used in every field of science.
Consider the following problems:
 agricultural problem:
Is new grain seed or fertilizer more productive?
 medical problem:
What is the right amount of dosage of drug to treatment?
 political science:
How accurate are the gallups and opinion polls?
 economics:
What will be the unemployment rate next year?
 technical problem:
How to improve quality of product?

2
 CHAPTER-I

PRELIMINARIES

Definition: 1.1

3
 A population is the collection of all individuals or items under consideration in
a statistical study.
Example of population is “All people living in the US”

Fig 1.1
Definition: 1.2
A sample is the set contains a part, or a subset, of a population. The size of a
sample is always less than the size of the population from which it is taken.
A finite portion of a statistical population whose properties are studied to gain
information about the whole
Example of sample is “SOME people living in the US”

Fig 1.2
Definition: 1.3
A characteristic that varies from one person or thing to another is called a
‘variable’. The variables are classified into quantitative and qualitative variables.
The ‘quantitative variables’ are numerical variables.
Examples of variables for “human’s height, weight, and number of siblings”
are the quantitative variables. (The results are measurable)
The ‘qualitative variables’ are non-numerical or categorical variables. i.e.,
Categorical data (or qualitative data) results from descriptions. (Use your senses to
observe the results).
Examples of the variables for the blood type of person, sex and eye color,
marital status of religious affiliation are the quantitative variables.

4
Definition: 1.4
The number of observations that fall into particular class (or category) of the
qualitative variable is called the ‘frequency’ (or count) of that class.
A table listing all classes and their frequencies is called a ‘frequency
distribution’.
Example of the blood types of 40 persons is as follows:
O, O, A, B, A, O, A, A, A, O, B, O, B, O, O, A, O, O, A, A, A, A, AB, A, B, A, A, O,
O, A, O, O, A, A, A, O, A, O, O, AB.
Frequency distribution of blood types

Statistics
Frequency percent
Blood
O 16 40.0
A 18 45.0
B 4 10.0
AB 2 5.0
Total 40 100.0

Table 1.1
Definition: 1.5
A degrees of freedom represent the number of independent observations in a
sample. It is measure that states the number of variable that can change within
statistical test. Calculated by n-1 (sample size – 1)

Fig 1.3
Definition: 1.6
Literally, skewness means ‘lack of symmetry’. We study skewness to have an
idea about the shape of the curve which we can draw with the help of the given data.
A distribution is said to be skewed if,
Mean, Median and Mode fall at different points, (i.e.) Mean ≠ Median ≠ Mode;
The skewness is known as symmetrical distribution, positively skewed and
negatively skewed
4
 TOOLS FOR ANALYSIS

I) Statistical methods:

It is used to find the average limits from the observed data.

a) Mean:

To calculate the arithmetic mean of a set of data we must first add up all of the
data values(x) and then divide the result by the number of values (n).

mean=
∑ fx
n

Where, f is the frequency of the data values,

x is the data values,

n is the total number of values.

b) Median:

The median value of a set of data is the middle value of the ordered data. That
is, the data must be put in numerical order first.
The median is the middle number of a set of numbers arranged in numerical
order. If the number of values in a set is even, then the median is the sum of the two
middle values, divided by 2.
h N
median=1+ (
f 2
−C )
Where, l is the lower limit of the median class,

f is the frequency of the median class,

h is the magnitude of dthe median class,

‘C’ is the cumulative frequency of the clss preceding the
nediab ckass and N=∑f.

c) Mode:

5
 The mode is the most frequent value in a set. A set can have morethan one
mode; if it has two, it is said to be bimodal.
The modal value of a set of data is the most frequently occurring value.

h ( f 1− f 0)
=l +
mode ( f 1−f 0 )−( f 2 − f 1 )

Where, l is the lower limit,

h is the magnitude,

f₁ is the frequency of the modal class,

f₀ and f₂ are the frequency of the classes preceding and

succeeding the modal class respectively.

d) Standared diviation:

A measure of the dispersion of a frequency distribution

1
σ=
√ ∑ f ( x − x́ )2
N i i i

Where, x́ is the mean of the distribution,

∑ᵢ fᵢ=N .
e) Variance:

A measure of the change in numerical data and variance is nothing but square
of standard deviation.

1
σ= ∑ f i ( x i−x́ )2
N i

Where, x́ is the mean of the distribution,

∑ᵢ fᵢ=N .

II) Test:

a) Z - test:
6
 The z-test is used to determine whether two samples’ means are different when
variances (or standared deviation) are known and sample size is large (n≥30).
X1 and X2 are taken from one population. They normaly distributed but
independent samples.

( x́1− x´2 ) −( μ1−μ2 )

Z=
σ 12 σ 22
√ +
n1 n 2

Where, x́ 1 and x́ 2 are the means of the X1 and X 2,

μ1−μ 2 is the hypothesized difference between the population means,

σ 1 and σ 2 are the standared deviations of the X1 and X 2,

n1 and n2 are the sizes of the X1 and X 2.

Null hypothesis: (H0) There is no significance mean difference between the two
variables.

Alternative hypothesis: (H1) There is a significance mean difference between the two
variables.

b) Chi-square test:

The χ 2 test is used to determine whether an association (or relationship)

between two categorical variables in a sample is likely to reflect a real association
between these two variables in the population.

If Oi, (i=1, 2, 3… n) is a set of observed frequencies and E i, (i=1, 2, 3… n) is

the corresponding set of expected frequencies, then chi-square, is given by

2
n
( Oi−Ei )
2
χ =∑
i=1
[ Ei ]
Null hypothesis: (H0) There is no significance association between the two categorical
variables.

Alternative hypothesis: (H1) There is a significance association between the two

categorical variables.

7
 c) Correlation:
The correlation is used to test the relationship between two or more variables.
This correlation coefficient between two random variables X and Y, usually denoted
by γ (X , Y ) or simplyγ XY , is a numerical measure of linear relationship between them
and is defined as:

Cov ( X ,Y )
γ ( X ,Y ) =
σxσ y

Where, X and Y are random variables,

Cov(X, Y) is a covariance of X and Y,

σx is standard deviation of X,

σy is standard deviation of Y,

1
Cov ( X , Y )= ( x −x́ )( y i− ý )
n∑ i

1
σ x 2= ∑ ( x i− x́ )2
n

1
σ y2 = 2
( y − ý )
n∑ i

PICTORICAL REPRESENTATION:

Pie-chart:

A Pie chart is a disk divided into pie-shaped pieces proportional to the

relative frequencies of the classes. To obtain angle for any class, we multiply the
relative frequencies by 360 degrees, which corresponds to the complete circle.
Nominal data is best displayed by pie chart.

8
 private
5%
7%
distance
money
32%
teaching
56% other

Fig 1.4
Doughnut graph:
A doughnut chart displays value data as percentages of the whole. Like
pie chart, categories are represented by individual slices in a doughnut chart.
Unlike a stacked bar chart or pie chart, with a doughnut chart, it gives a birds-eye
view of the relative change in each item of the series.

prefer

28%
private
government

72%

Fig 1.5
Area graph:
An Area graph or area chart displays graphically quantitative data. It is based
on the line chart. The area between axis and line are commonly emphasized with
colors, textures and hatchings. Commonly one compares two or more quantities with
an Area chart or Area graph.

9
 80
70
60
50
40
government
30
private
20
10
0
5000- 10000- 20000- above
10000 20000 50000 50000

Fig 1.5

Line graph:
A line chart or line graph is a type of chart which displays information as a
series of data points called ‘markers’ connected by straight line segments. It is a basic
type of chart common in many fields. Line graphs are used to track changes over
short and long periods of time.
60

50

40

30 private
government
20

10

0
term whole exceed none

Fig 1.7
Bar graph:

Bar charts are used to visually compare values to each other. The bar chart is
simple bar charts and two-factor bar charts. The orientation of a bar chart may be
vertical or horizontal.

10
 A horizontal bar graph displays the classes on the horizontal axis and the
frequencies of the classes on the vertical axis. The frequency of each class is
represented by vertical bar whose height is equal to the frequency of the class.
Similarly to the vertical bar graph also.
In a bar graph, its bars do not touch each other. At vertical bar graph, the
classes are displayed on the vertical axis and the frequencies of the classes on the
horizontal axis. Ordinal data displayed by horizontal lor vertical bar graph.

private
80
70
60
50
40 private
30
20
10
0
monthly
weekly
special
all

Fig 1.8

government

all 9

spcial 43
government

weekly 25

monthly 23

0 5 10 15 20 25 30 35 40 45 50

Fig 1.9

11
CHAPTER-Ii

RESEARCH METHODOLGY
12
SPSS (Statistical Package for the Social Sciences):

SPSS is a commercially distributed software suite for data management and

statistical analysis and the name of the company originally developing and
distributing the program. Introduced in 1968, it helped revolutionize research
practices in the social sciences, enabling researchers to conduct complex statistical
analyses on their own. Presently, Windows, Mac and Linux versions of SPSS are
available with major version updates released every one to two years. SPSS is a
comparably easy-to-handle statistics program providing commonly used procedures.
As such, it is widely used in academia including communication studies, although
facing increasingly tough competition from more comprehensive and free open-
source software.
Norman Nie, Dale Bent, and C. Hadlai Hull developed its first version for
mainframe computers in 1968 for Nie’s postgraduate project. SPSS helped
revolutionize research practices in the social sciences. As an easy to use and
comprehensive statistics program it enabled researchers to conduct complex statistical
analyses on big datasets on their own instead of being dependent on statisticians who
knew how to operate user-unfriendly programs on mainframe computers. SPSS is
well documented with many textbooks available.
IBM SPSS Statistics minimally consists of “Statistics Base”. SPSS is module
provides basic data preparation, transformation, management, and charting
capabilities as well as descriptive and inferential procedures such as t-tests, ANOVA,
linear and ordinal regression, contingency and correlation analysis, factor, cluster and
discriminate analysis, and nonparametric tests. SPSS’s range of functions can be
expanded with separately priced extension modules such as “Advanced Statistics”
(ANCOVA, MANOVA, MANCOVA, repeated measures analysis, generalized and
mixed linear modeling), “Regression” (logistic and nonlinear regression), “Exact
Tests”, and ”Bootstrapping”.
Statistics is generally understood as the subject dealing with number and data,
more broadly it involves activities such as collection of data from survey or
experiment, summarization or management of data, presentation of results in a
convincing format, analysis of data or drawing valid inferences from findings.
Data is the value you get from observing (measuring, counting, assessing etc.)
from experiment or survey. Data is either categorical (Qualitative) or scale
13
(Quantitative). Categorical data is further divided into Nominal and Ordinal. Scale
data divided into Discrete and continues.
Nominal data:
The data is divided into classes or categories. It is unranked categories.
For example Blood type, sex, causes of disease, urban/ rural, alive/ dead,
infected/ not infected, hair color, smoking status. No meaningful order of classes.
Ordinal data:
The data is also divided into classes or categories but be put in meaningful
order. It is the ranked categories. Generally, it is preferable to assign numeric codes to
represent the degree of sometimes among respondents.
For example satisfaction level:-Very satisfied, satisfied, neutral, unsatisfied,
very unsatisfied. Pain as mild, moderate, sever. Socioeconomic status: poor, middle,
rich, grade of breast cancer, better, same, worst. 1=Strongly agree, 2= Agree,
3=Ambivalent, 4=Disagree, 5=Strongly disagree.
Discrete data:
When data is taken from some counting process
For example number of patients in different wards and number of hospitals in
different cities.
Continuous or quantitative data:
When data is taken from some measuring process
For example height, weight, temperature, blood glucose and serum level.
The parametric data is assuming normally distributed. The scale data are
considered parametric, but this assumption should still be checked.
The non-parametric data is not assuming that the data is normally distributed.
All nominal and ordinal data are non-parametric. Sometimes scale data is also a
parametric.

RESEARCH METHODOLGY

14
 i. OBJECTIVE OF STUDY:
 To analyze the status of the private and government school students
 To find the positive and negative in the private and government
schools
 To examine how they prepare for the public exam and entrance exam
 To identify the relation between study hours, sleeping hours,
attendance and academic percentage
ii. TYPES OF RESEARCH

The research is based on Descriptive and Qualitative research.

Descriptive Research:

Descriptive research includes surveys and fact finding enquires of different

kinds. The major purpose of descriptive research is description of the state of affairs
as it exists at present. Researcher has no control over the variables of this type of
research.

Qualitative Research:

The research needs comparison between different students. So this is based on

all qualitative data. In short, Qualitative research is especially important in the
behavioral sciences where the aim is to discover the underline motives of human
behavior. Through such research we can analyses various factors which motivate to
people to behave in a particular manner or which make people like or dislike a
particular thing.

iii. SAMPLING TECHNIQUE:

Sampling is the process of learning about population on the basis of a sample drawn
from it. A sample group is taken as a representative of a whole mass and the result is
drawn. The type of sampling adopted is convenience sampling which means a sample
taken according to the convenience of the investigator. This may be in respect of
availability of data, accessibility of unit.

15
 Simple random sampling technique was used to select the units for study. Students of
the private schools and government schools were used as a study sample to represent
the population of consumers.

iv. SAMPLING AREA:

Sampling area may be a geographical one, such as state, district, village etc.
The researcher will have to decide one or more of such area that he has to select for
his study.

In this research study nearby Theni schools as a sampling area

v. SAMPLE SIZE:

The number of items to be selected constitutes a sample. The sample size for
the project is 200.

vi. METHOD OF DATA COLLECTION:

We use primary data for this study.

Primary data are those, which are collected for the first time, and that are
happening to be original in nature.

vii. SURVEY METHOD:

Survey refers to the method of securing information concerning phenomena

under study from all or selected number of respondents of the concerned area. In a
survey the investigator examines those phenomena which exist in the universe
independent of his action. ‘Research uses the Questionnaire Method’.

viii. VALIDITY AND RELIABILITY:

Content validity refers to the extent to which an instrument represents the

factors under study. To achieve content validity, questionnaires included a variety of
questions on the student’s opinion about their schools. All the subjects completed the
questionnaires in the presence of the researcher. This was done to prevent subjects
from giving questionnaires to other people to complete on their behalf.

16
 Reliability can be ensured by minimizing sources of measurement error like
data collector bias. Data collector bias was minimized by the researcher’s being the
only one to administer the questionnaires, and standardizing conditions such as
exhibiting similar personal attributes to all respondents, e.g., friendliness and support.
Pilot testing was carried out by the researcher to identify any flaws on the
questionnaire to reduce errors of measurement and test for consistency.

ix. DATA ANALYSIS:

After collecting the accurate and reliable data successfully by using the
appropriate method from the source, the next step is how to extract the pertinent and
useful information buried in the data for further manipulation and interpretation. The
process of performing certain calculations and evaluation in order to extract relevant
information from data is called ‘Data Analysis’. The data analysis may take several
steps to reach certain conclusions. Simple data can be organized very easily, while
the complex data requires proper processing. The word “processing” means the
recasting and dealing with data making ready for analysis.

• Questionnaire checking/Data preparation

• Coding

• Cleaning data

• Applying most appropriate tools for analysis

17
 THE QUESTIONNAIRE FOR THE SURVEY ON PRIVATE AND
GOVERNMENT SCHOOLS STUDENTS

What is your Name?

What is your age?

What is your school name?

Gender:

a) Male b) Female
Which school you are studying?

a) Private b) Government
_____________________

1. Why did you choose your school?

a) Distance problem b) Money problem c) Teaching d) Other

2. You get the scholarships other than the common

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

18
3. Why did you think private school is best?

a) Communication b) Teaching c) Extracurricular activities d) Facilities

4. Why did you think government school is best?

a) Economic b) Distance c) Teaching d) Scholarships

5. What are the problems in private schools do you think?

a) Workload b) Money c) Partiality d) Others

6. What are the problems in Government schools do you think?

a) Teaching b) Facilities c) Speaking skills d) Others

7. Your parent’s are literate

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

8. Your parent’s occupation is

a) Very well b) well c) Not well d) Not at all

9. What is your parent’s occupation?

a) Private b) Government c) Daily wages/ Agriculture d) Others

10. What is your parent’s monthly income?

a) 5000-10000 b) 10001-20000 c) 20001-50000 d) above 50000

19
11. Satisfaction of the teaching in your school

a) Very satisfied b) Somewhat satisfied c) Somewhat dissatisfied d) Very dissatisfied

12. Learning from outside of the text book

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

13. Technology used in your school

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

14. Learning extracurricular activities

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

15. Enough coaching for public exam in your school

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

16. Coaching/guidance for the entrance examination in your school

a) Very satisfied b) Somewhat satisfied c) Ambivalent d) Somewhat dissatisfied e)

Very dissatisfied

17. You learn the extra language other than Tamil and English

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

20
18. You like an education system of exceed

a) Like b) Don’t know c) Dislike

19. You are facing the medium and communication problem while entering the
college

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

20. Your higher studies is a professional course

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

21. Your opinion for doing agriculture in your future

a) Strongly agree b) Agree c) Ambivalent d) Disagree e) Strongly disagree

22. Participating the competitions other than your school

a) Always b) often c) occasionally d) seldom e) never

23. What type of sports meets your school participates?

a) District level b) State level c) National level d) None

24. What are the awareness programs you have participate

a) Disease & Blood Donation b) Women’s rights & Human rights c) Educational d)
None

21
25. Are you aware of good touch and bad touch?

a) Yes b) No

26. Your library visit is

a) Always b) often c) occasionally d) seldom e) never

27. How many minutes/hours do you spend your time to study?

28. How many minutes/hours do you spend your time to study?

29. What is your academic percentage?

30. What is your attendance percentage?

22
 CHAPTER-Iii

GRAPH ANALYSIS

3.1 Why did you choose your school?

Schools
Reasons Private Government
Total
Distance problem 16 39 55
Money problem 13 36 49

23
 Teaching 63 15 78
Other 8 10 18
Total 100 100 200
Table 3.1

Private
other distance
8%
16%
teaching money
63% 13%

Government
other
10%
teaching distance
15% 39%

money
36%

Fig 3.1(a) & Fig 3.1(b)

EXPLANATION:
The above pie chart represents, the private school students they choose their
schools by the reason 63%of teaching, 13% of money, 16% of distance and 8% of
other reasons. And, the government school students, they choose their schools by 15%
of teaching, 36% of money, 39% of distance, and 10% of other reasons.
3.2 Why did you think private school is best?

Schools
Private Government Total
Reason

24
 Communication 32 32 64

Teaching 31 40 71

Extracurricular 21 15 36

Facilities 16 13 29

Total 100 100 200

Table 3.2

communication teaching extracurricular facilities

40

32 31 32

21

16 15
13

private government

Fig 3.2
EXPLANATION:
The above bar chart represents the student’s opnion on the private school is
best, 32%of communication, 35.5% of teaching, 18% of extracurricular activities and
14.5% of facilities.
3.3 Why did you think government school is best?

School ‘
Private government Total
Reason
Economic 38 38 76
25
 Distance 30 29 59
Teaching 7 12 19
Scholarships 25 21 46
Total 100 100 200
Table 3.3

economic distance teaching scholarships

38
38

30
29
25

21

7 12

private
government

Fig 3.3

EXPLANATION:
The above bar chart represents the student’s opinion on the government
school is best, 38%of economic, 29.5% of distance,9.5% of teaching and 23% of
scholarships.

26
 3.4 What are the problems in private schools do you think?

School ‘
Private government Total
Problems
Workload 32 20 52
Money 36 32 68
Partiality 21 35 56
Others 11 13 24
Total 100 100 200
Table 3.4

70
32
60
20
50 35

40
32 36
30

20
21 13
10

0 11
workload
money
partiality
others

private government

Fig 3.4
EXPLANATION:
The area chart represents the student’s opinion to problems in the private
schools, 26% of workload, 34% of money, 28% of partiality and 12% of other
reasons.

3.5 What are the problems in Government schools do you think?

27
 School
private government Total
problems
Teaching 27 32 59
Facilities 31 26 57
Speaking skills 35 32 67
Others 7 10 17
Total 100 100 200
Table 3.5

35

30

25

20

15
private
10 government
5

0
teaching
facilities
speaking
skills others

Fig 3.5

EXPLANATION:
From the above chart represents the student’s opinion on problems in the
government schools, 29.5% of teaching, 28.5% of facilities, 33.5% of speaking skills
and 8.5% of other reasons.

3.6 Your opinion on doing agriculture for your future

28
 School
Private government Total
agriculture
Strongly agree 13 22 35
Agree 25 33 58
Undecided 20 9 29
Disagree 25 24 49
Strongly disagree 17 12 29
Total 100 100 200
Table 3.6

private Strongly
agree
17% 13% Agree
Undecided
25%
25% Disagree
20% Strongly
disagree

Fig 3.6(a)

government Strongly
agree
12% 22%
Agree
24%
Undecided
Disagree
9% 33%
Strongly
disagree

Fig 3.6(b)
Explanation:
The above pie chart represents the private school students around 38% are interested,
32% are not interested and 20% are no idea in Agriculture. And, the government
school students around 55% are interested, 36% are not interested and 9% are no idea
in Agriculture.
3.7 What type of sports meets your school participates?

School

29
 private government Total
Sports meets
District 26 34 60
State 33 33 66
National 26 10 34
None 15 23 38
Total 100 100 200
Table 3.7

participate in sports meets

private government

34 33

26 26
23

15

10

District State National None

Fig 3.7

EXPLANATION:
The above line chart represents the private school students were participated in
the sports meet 26% of district level, 33% of state level, 26% of national level and
15% of not participated.

And, the government school students were participated in the sports meet 34% of
district level, 33% of state level, 10% of national level and 23% of not participated.

3.8 What are the awareness programs you have participated?

School
private government Total
Awareness
Diseases& Blood donation 30 10 40
30
 Women’s& Human rights 25 14 39
Educational 34 30 64
None 11 46 57
Total 100 100 200
Table 3.8

awareness
Diseases&Blood donation women's rights&Human rights
Educational none

46
30 34
25
30

11 14
10

private
government

Fig 3.8
EXPLANATION:
The above bar chart represents the private school students were participate the
awareness program, 30% of disease and blood donation, 25% of women’s and human
rights and 34% of Educational and 11% of no participation.
And, private school students were participate the awareness program, 31% of disease
and blood donation, 14% of women’s and human rights and 30% of Educational and
46% of no participation.

3.9 Are you aware of good touch and bad touch?

Schools private government Total
Good
& bad touch

Yes 82 78 160
No 18 22 40
Total 100 100 200
Table 3.9
31
 private

18%
yes

no

82%

Fig 3.9(a)

government

22% yes

no

78%

Fig 3.9(b)

EXPLANATION:
The above chart represents the 82% of private and 78% of government school
students are aware of good touch and bad touch. And, 18% of the private and 22% of
government school students are not aware of good and bad touch.

3.10 What is your parent’s occupation?

School
private government Total
Occupation

Private 30 7 37
Government 32 3 35
Daily wages/Agriculture 23 68 91
Other 15 22 37
Total 100 100 200
32
 Table 3.10

private private
15%
30%
government
23% daily
wages/agricuture
32% other

government
7%
22% 3% private
government
daily
wages/agricuture
68% other

Fig 3.10 (a) and Fig 3.10(b)

EXPLANATION:
The above pie chart represents the private school students’ parents occupation
is 30% of private jobs, 32% of government jobs, 23% of daily wages/Agriculture and
15% of other jobs. And, the government school students’ parents occupation is 7% of
private jobs, 3% of government jobs, 68% of daily wages/Agriculture and 22% of
other jobs.

33
 CHAPTER-Iv

TEST ANALYSIS
4.1 You get the scholarships other than the common

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 19 18 30 22 11 100

Government 26 33 22 13 6 100
Total 45 51 52 35 17 200

Table 4.1(a)

N MEAN S.D
100(n1) 2.88(x1) 1.265(s1)
34
 100(n2) 2.40(x2) 1.180(s2)
Table 4.1(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference mean

between private & government school students due to their getting scholarships.

Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference

mean between private & government school students due to their getting scholarships.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

|Z|=2.773

5% of significance of Z is 1.96,|Z| >1.96, i.e., Calculated Value > Tabulated Value.

H0 is rejected. And H1 is accepted. Therefore, there is a significance difference

between private and government school students due to their getting scholarships.

4.2 Your parent’s are literate

Occupation Strongly Agree Ambivalent Disagree Strongly Total

Studying Agree disagree

Private 10 31 23 24 12 100

Government 7 16 33 28 16 100
Total 17 47 56 52 28 200
Table 4.2(a)

N MEAN S.D
100(n1) 2.97(x1) 1.201(s1)
100(n2) 3.30(x2) 1.133(s2)
Table 4.2(b)

35
Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between
private & government school students due to their parent’s literate.

Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference

between private & government school students due to their parent’s literate.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−1.999, |Z|=1.999

5% of significance of Z is 1.96,|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted. Therefore, there is a significance difference

between private & government school students due to their parent’s literate.

4.3 Learning from outside of the text book

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 14 28 28 19 11 100
Government 13 25 26 20 16 100
Total 27 53 54 39 27 200
Table 4.3(a)

N MEAN S.D
100(n1) 2.85(x1) 1.209(s1)
100(n2) 3.01(x2) 1.275(s2)
Table 4.3(b)

36
Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between
private and government school students due to their learning from outside of the text
book.

Alternative hypothesis (H1): μ1 ≠ μ2 ( μ1 −μ 2 ≠ 0) , There is a significance difference

between private and government school students due to their learning from outside of
the text book.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−0.910, |Z|=0.910

|Z| <1.96, i.e., Calculated Value < Tabulated Value

H0 is may be accepted. Therefore, there is no significance difference between private

and government school students due to their learning from outside of the text book

4.4 Technology used in your school

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 11 35 33 16 5 100
Government 9 26 31 24 10 100
Total 20 61 64 40 15 200
Table 4.4(a)

N MEAN S.D
100(n1) 2.69(x1) 1.031(s1)
100(n2) 3.00(x2) 1.128(s2)
Table 4.4(b)

37
Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between
private and government school students due to technology are used in their schools.

Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference

between private and government school students due to technology are used in their
schools.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−2.208, |Z|=2.208

|Z| >1.96, i.e., Calculated Value > Tabulated Value.

H0 is rejected. And H1 is accepted. Therefore, there is a significance difference

between private and government school students due to technology are used in their
schools.

4.5 Learning extracurricular activities

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 24 37 23 13 3 100
Government 8 25 26 26 15 100
Total 32 62 49 39 18 200
Table 4.5(a)

N MEAN S.D
100(n1) 2.34(x1) 1.075(s1)
100(n2) 3.15(x2) 1.192(s2)
Table 4.5(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students due to learning extracurricular activities.

38
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students due to learning extracurricular
activities.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−5.045, |Z|=5.045

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted.

Therefore, there is a significance difference between private and government

school students due to learning extracurricular activities.

4.6 Enough coaching for public exam in your school

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree

Private 21 39 24 11 5 100

Government 31 34 16 17 2 100

Total 52 73 40 28 7 200
Table 4.6(a)

N MEAN S.D
100(n1) 2.40(x1) 1.091(s1)
100(n2) 2.25(x2) 1.131(s2)
Table 4.6(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students among the exam coaching in their schools.

39
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students among the exam coaching in their
schools.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=0.954, |Z|=0.954

|Z| <1.96, i.e., Calculated Value < Tabulated Value

H0 is may be accepted. Therefore, there is no significance difference between private

and government school students among the exam coaching in their schools.

4.7 Coaching/guidance for the entrance examination in your school

Scholarships Very Somewhat Ambivalent Somewhat Very Total

Studying satisfied satisfied dissatisfie dissatisfied
d
Private 24 39 18 15 4 100
Government 13 30 19 24 14 100
Total 37 69 37 39 18 200
Table 4.7(a)

N MEAN S.D
100(n1) 2.36(x1) 1.123(s1)
100(n2) 2.96(x2) 1.278(s2)
Table 4.7(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students due to their entrance exam coaching in their
schools.

40
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students due to their entrance exam coaching

x −μ
in their schools. Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−3.525, |Z|=3.525

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted.

Therefore, there is a significance difference between private and government school

students due to their entrance exam coaching in their schools.

4.8 You learn the extra language other than Tamil and English

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 17 33 27 18 5 100
Government 9 12 21 34 24 100
Total 26 45 48 52 29 200
Table 4.8(a)

N MEAN S.D
100(n1) 2.61(x1) 1.118(s1)
100(n2) 3.52(x2) 1.234(s2)
Table 4.8(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference

between private and government school students due to their learning extra languages
in their schools.

41
 Alternative hypothesis (H1): μ1 ≠ μ2 ( μ1 −μ 2 ≠ 0) , There is a significance
difference between private and government school students due to their learning extra
languages in their schools.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−5.462, |Z|=5.462

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted. Therefore, there is a significance difference

between private and government school students due to their learning extra languages
in their schools.

4.9 You are facing the medium and communication problem while
entering the college

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree
Private 6 21 20 35 18 100
Government 20 34 18 18 10 100
Total 26 55 38 53 28 200
Table 4.9(a)

N MEAN S.D
100(n1) 3.38(x1) 1.179(s1)
100(n2) 2.64(x2) 1.267(s2)
Table 4.9(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students and scholarships.

42
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students and scholarships.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=4.275, |Z|=4.275

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted.

Therefore, there is a significance difference between private and government

school students due to their communication problem while entering the college.

4.10 Your higher studies is a professional course

Scholarships Strongly Agree Ambivalent Disagree Strongly Total

Studying agree disagree

Private 12 33 25 20 10 100

Government 8 28 32 22 10 100
Total 20 61 57 42 20 200
Table 4.10(a)

N MEAN S.D
100(n1) 2.83(x1) 1.181(s1)
100(n2) 2.98(x2) 1.110(s2)
Table 4.10(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students government school students due to going to
their higher studies are a professional course.

43
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students government school students due to
going to their higher studies are a professional course.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−0.925, |Z|=0.925

|Z| <1.96, i.e., Calculated Value < Tabulated Value

H0 is may be accepted. Therefore, there is no significance difference between private

and government school students due to going to their higher studies are a professional
course.

4.11 Participating the competitions other than your school

Scholarships Always Often Occasionally Seldom Never Total

Studying
Private 19 18 30 22 11 100
Government 26 33 22 13 6 100
Total 45 51 52 35 17 200
Table 4.11(a)

N MEAN S.D
100(n1) 2.78(x1) 1.251(s1)
100(n2) 3.18(x2) 1.274(s2)
Table 4.11(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students due to the participating the competitions other
than their school competitions.

44
Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference
between private and government school students due to the participating the
competitions other than their school competitions.

x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−2.239, |Z|=2.239

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted. Therefore, there is a significance difference

between private and government school students due to the participating the
competitions other than their school competitions.

4.12 Your library visit is

Scholarships Always Often Occasionall Seldom Never Total

Studying y
Private 20 24 26 17 13 100
Government 8 18 28 28 18 100
Total 28 42 54 45 31 200
Table 4.12(a)

N MEAN S.D
100(n1) 2.79(x1) 1.304(s1)
100(n2) 3.30(x2) 1.193(s2)
Table 4.12(b)

Null hypothesis (H0): μ1=μ 2( μ 1−μ2=0),There is no significance difference between

private and government school students due to their regular library visit.

Alternative hypothesis (H1): μ1 ≠ μ2 (μ1 −μ 2 ≠ 0) , There is a significance difference

between private and government school students due to their regular library visit.

45
 x −μ
Z=
σ /n

( x1−x 2 ) −( μ1−μ 2)
Z=
σ /n

( x 1−x 2)
Z=
σ 12 σ 22
√ +
n1 n2

Z=−2.884, |Z|=2.884

|Z| >1.96, i.e., Calculated Value > Tabulated Value

H0 is rejected. And H1 is accepted.

Therefore, there is no significance difference between private & government school

students due to their regular library visit

4.13 Your parent’s occupation is

Observed Frequency

Occupation Very Well Not well Not at all Total

Studying well
Private 28 34 24 14 100
Government 10 31 38 21 100
Total 38 65 62 35 200
Table 4.13(a)

Expected Frequency

Occupation Very Well Not well Not at all Total

Studying well
Private 19 32.5 31 17.5 100
Government 19 32.5 31 17.5 100
Total 38 65 62 35 200
Table 4.13(b)

Null hypothesis (H0): There is no significance association between private and

government school students due to their parent’s occupation.

46
Alternative hypothesis (H1): There is a significance association between private and
government school students due to their parent’s occupation.

2
n
( Oi−Ei )
2
χ =∑
i=1
[ Ei ]
=14.76

Degrees of freedom=3, Tabulated value=7.815(5% significance level of χ 2test)

Calculated value> Tabulated value (C.V>T.V)

14.76>7.815

H0 is rejected. And H1 is accepted. Therefore, there is a significance association

between private and government school student due to their parent’s occupation.

4.14 Satisfaction of the teaching in your school

Observed Frequency

Teaching Very Somewhat Somewhat Very Total

Studying satisfied satisfied dissatisfied dissatisfied
Private 18 34 27 21 100
Government 12 29 30 29 100
Total 39 63 57 50 200
Table 4.14(a)

Expected Frequency

Teaching Very Somewhat Somewhat Very Total

Studying satisfied satisfied dissatisfied dissatisfied
Private 19 32.5 31 17.5 100
Government 19 32.5 31 17.5 100
Total 39 63 57 50 200
Table 4.14(b)

Null hypothesis (H0): There is no significance association between the satisfaction of

teaching among the private and government school students

Alternative hypothesis (H1): There is a significance association between the

satisfaction of teaching among the private and government school students

47
 2
n
( Oi−Ei )
2
χ =∑
i=1
[ Ei ]
=12.360

Degrees of freedom=3, Tabulated value=7.815(5% significance level of χ 2test)

Calculated value> Tabulated value (C.V>T.V) (12.360>7.815 )

H0 is rejected. And H1 is accepted. Therefore, there is a significance association

between the satisfaction of teaching among the private and government school
students

4.15 You like an education system of exceed

Observed Frequency

Exceed Like Don’t know Dislike Total

Studying
Private 57 31 12 100
Government 47 40 13 100
Total 104 71 25 200
Table 4.15(a)

Expected Frequency

Exceed Like Don’t know Dislike Total

Studying
Private 52 35.5 12.5 100
Government 52 35.5 12.5 100
Total 104 71 25 200
Table 4.15(b)

Null hypothesis (H0): There is no significance association between private &

government school students and their parent’s occupation.

Alternative hypothesis (H1): There is significance association between private &

government school students and their parent’s occupation.

2
n
( Oi−Ei )
2
χ =∑
i=1
[ Ei ]
48
 =2.1422

Degrees of freedom=2, Tabulated value=5.999(5% significance level of χ 2 test)

Calculated value<Tabulated value (C.V<T.V)

H0 is accepted. Therefore, there is no significance association between the opinion of

exceed system in private and government school students.

4.16 The study time and sleeping time

To obtain the relationship between study time and sleeping time of the school
students

H₀: There is no significance difference between study time and sleeping time
of the school students.

X - Study time in hours

Y - Sleeping in hours

N Minimum Maximum Mean Std.

Deviation
Sleeping 200 4 9 7.05 1.235
time
Study time 200 1 9 4.44 1.817
Table 4.16

Cov ( X ,Y )
γ ( X ,Y ) =
σxσ y

−1.897
¿
(1.235 ) (1.817)

−1.897
¿
2.244406

-1 < γ = -0.849 < 1

Hence the deviation is significant. (Negatively correlated)

p value is<0.00001. The result is significant at p<0.05

49
 Therefore, there is a significance relationship between sleeping time and study
time of the students.

4.17 The study time and academic achievement

To obtain the relationship between working time and spending time with
children

H₀: There is no significance relationship between study time and academic

achievement of the school students.

X - Academic achievement in percentage

Y – Study time in hours

N Minimum Maximum Mean Std.

Deviation
Academic 200 48 99 77.48 12.986
achievements
Study time 200 1 9 4.44 1.817
Table 4.17

Cov ( X ,Y )
γ ( X ,Y ) =
σxσ y

19.5838
¿
(12.986 ) (1.817)

19.5838
¿
23.602

-1 < γ = 0.834 < 1

Hence the deviation is significant. (Positively correlated)

p value is<0.00001. The result is significant at p<0.05

50
 Therefore, there is a significance relationship between study time and
academic achievement of the students.

4.18 The attendance and academic achievement

To obtain the relationship between attendance and academic achievements of

the school students

H₀: There is no significance relation between attendance and academic

achievements of the school students

X – Attendance in percentage

Y – Academic achievement in percentage

N Minimum Maximum Mean Std.

Deviation
Attendance 200 67 100 88.69 6.809
Academic 200 48 99 77.48 12.986
achievements
Table 4.18

Cov ( X ,Y )
γ ( X ,Y ) =
σxσ y

46.3538
¿
( 88.69 ) (77.48)

46.3538
¿
88.4291

-1 < γ = 0.527< 1

Hence the deviation is significant. (Positively correlated)

p value is<0.00001. The result is significant at p<0.05

51
There is a significance relation between attendance and academic
achievements of the school students

CHAPTER-V

52
 FINDINGS, SUGGESSTIONS AND CONCLUTION

I. FINDINGS:
 From 3.1, 39% of teaching, 27.5% of distance and 24.5% of money
making the private and government school students to choose their
schools.
 From 3.2, 67.5% of teaching and communication is best in the private
schools according to the opinion of the private and government school
students.
 From 3.3, 67.5% of economic & distance and 23% of scholarship is best
in the government schools according to the opinion of the private and
government school students.
 From 3.4, 54% of workload & money and 28.5% of partiality are the
major problems in the private schools according to the opinion of the
private and government school students.
 From 3.5, 63% of teaching & speaking skills and 28.5% of partiality are
the major problems in the government schools according to the opinion
of the private and government school students.
 From 3.6, 46.5 % of students are interested and 34% not interested in
agriculture.
 From 3.7, 85% of the private school students were participated in
district, state and national level sports meets. 77% of the government
school students were participated in district, state and national level
sports meets.
 From 3.8, 89% of the private school students were participates in the
various awareness programs. 54% of the private school students were
participates in the various awareness programs.
 From 3.9, 82% of private school students and 78% of the government
school students are aware the good touch and bad touch.

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 From 3.10, 62% of the private school students’ parents are in the private
and government jobs. 68 % of the government school students’ parents
are in the daily wages or doing agriculture
 From 4.1, government school students get more scholarships than the
private school students.
 From 4.2, most of the private school students’ parents are literate and
most of the private school students’ parents are illiterate.
 From 4.3, both the private and government school students are not
gaining the knowledge from the outside of the book.
 From 4.4, private school students are used the technologies in their
schools. But not the government school students.
 From 4.5, private school students are learning extracurricular activities in
their schools. But not the government school students.
 From 4.6, both private and government school students have the enough
coaching and guidance for the public exam.
 From 4.7, private school students are having the coaching for entrance
exams for their higher studies. Government school students are having
not enough coaching for the entrance exam.
 From 4.8, private school students are learned the languages other than
common.
 From 4.9, the government schools students will face communication
problem in their colleges.
 From 4.10, both private and government school students are like the
professional course for their higher studies.
 From 4.11, the government school students are not participating the
competitions other than their schools.
 From 4.12, both private and government school students are not use their
village library and other libraries also.
 From 4.13, the most of the student’s parents are in the high job levels.
 From 4.14, the government school students are not satisfied with the
teaching of their schools.
 From 4.15, both private and government school students are like the
exceed education system.
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  From 4.16, the more hours students spend to study then their sleeping
hours is decreased.
 From 4.17, the attendance is increased then academic percentage also
increased.
 From 4.18, the more hours spend to study then the academic percentage
also increased.
II. SUGGESTION:
 The government schools improve their infrastructures and features.
 Teachers take initiative to teach the extracurricular activities and extra
language for the students.
 Encourage and motivate the students to participate the other than
academic and non-academic completions.
 Give the exceed education system to all the students.
 Give the awareness of the agriculture to the all students.
 Make the library visit regularly.
 Conduct the awareness program regular in the schools and teach the
good touch and bad touch to the students both girls and boys.
 Teach or guide the students to the entrance examination.
 Develop the students speaking and communication skills.
 Teach the first aid for the various situations.
 The private schools don’t give the workload, mental pressure to the
students.
 Don’t make partiality with the students.
 All parents should come forward to their children into the government
schools.
III. CONCLUSTION:

For some people feel government schools are better, and for some people may
feel private schools are better since they have good facilities and quality of
education. At my point private schools are much better than the government
schools. Government should come forward to improve the standard of public
school. Also funds provided by the government should be used in proper way.
Then there is no difference between the private school students and the
government school students
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 REFERENCE

[1] Basic statistics, Sixth Edition, by B.L. Agarwal.

[2] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2d
Ed.). New York, NY: Taylor & Francis.

[3] Elements of Mathematical Statistics, Third Edition, by S. C. Gupta and V.

K. Kapoor.

[4] Fundamentals of Mathematical Statistics, Eleventh Edition, by S. C. Gupta

and V. K. Kapoor.

[5] Introduction to Research Methodology by Dr. Nirmala Jeyaraj.

[6] Methodology: Methods and Techniques”, Wishwa Prkashan, New Delhi,

2001.Website: www.shodhganga.org

[7] Testing Statistical Hypotheses, Third Edition, by Lehmann and Romano

[8] Website: https://www.spss-tutorials.com

[9] Website: www.shodhganga.org

[10] Online calculator: MBAStats confidence interval and hypothesis test

calculators

[11] Some p-value and hypothesis test calculators.

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