Personal and familial characteristics of tribal students with low and high achievement

Abstract

Scheduled Tribe constitutes 22.8% of total population of Odisha (census, newline2011). They are considered as educationally disadvantaged category in India newline(Pradhan, 2011). Despite different measures taken by govt. their educational newlinebackwardness remains unchanged even after a lapse of seven decades of getting newlineindependence. The Ministry of human Resource Development data for the decade newline2001 to 2010 revealed an average 60.5% of dropouts. Again, the achievement data newline(2009-2013) of tribal students in High School Certificate Examination of Odisha newlinerevealed a very low percentage of high achievers in comparison to abnormally high newlinepercentage of low achievers (Ex: In 2011, 9.05% were high achievers and 63.42% newlinewere low achievers; In year 2012, 10.88% were high achievers and 60.45% were low newlineachievers (Source: SC and ST Department). The Directorate of Secondary Education newlineof Odisha source data clearly reveals an average of more than 70% of dropout at the newlinesecondary level for the same period which is a matter of great concern. In this context, newlineit is very much essential on the part of the researcher to understand the factors newlineresponsible for achievement discrepancy of tribal students. Previous researchers like, newlineMatovu, 2012; Bacon, 2011; and Zahra, Arif and Yousuf, 2010 revealed academic newlineself-concept as a factor of achievement of students. Boro, 2017; Sekar and Lawrence, newline2016; Shivagunde and Kulkarni, 2012 revealed correlation of adjustment and newlineachievement, Verma, 2016; Yazdani and Godbole, 2014; and Nuthana and Yenagi, newline2009; proved study habit as a powerful determinant of achievement. Researchers like Naqvi and Khan, 2018, Bora, 2016 related future aspiration of students with their newlineachievement. In this study each variable in relation to achievement of tribal students newlinehave been considered as the personal variables. Other researchers like Johnson, newline2015; Mwirichia, 2013; and Henderson and Mapp, 2002 proved parental involvement newlineas a pertinent factor of student achievement.