Parents’ Perception About the Factors

Influencing Students Drop Out in Tribal

Education Programmes Implemented by the

Government of Kerala

A Dissertation Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of

Master of Social Work

DOMINIC THOMAS

Reg. No. 1224602

DEPARTMENT OF SOCIAL WORK

CHRIST UNIVERSITY

BANGALORE, INDIA

MARCH, 2014

Parents’ Perception About the Factors

Influencing Students Drop Out in Tribal

Education Programmes Implemented by

the Government of Kerala

A Dissertation Submitted in Partial Fulfilment of the Requirement for the

Award of the Degree of

Master of Social Work

By

DOMINIC THOMAS

Reg. No. MSW – 1224602

Department of Social Work

Under the Guidance of

Dr. Bino Thomas

Assistant Professor and Head

Department of Social Work

DEPARTMENT OF SOCIAL WORK

CHRIST UNIVERSITY,

BANGALORE

MARCH, 2014

I

DECLARATION

I, Dominic Thomas, hereby declare that the dissertation, titled Parents’ perception about

the factors influencing students drop out in tribal education programmes implemented by

the Government of Kerala is a record of original research work undertaken by me for the

award of the degree of Master of Social Work. I have completed this study under the

supervision of Dr. Bino Thomas (Assistant Professor and HOD), Department of Social

Work, Christ University.

I also declare that this dissertation has not been submitted for the award of any degree, diploma, associate ship, fellowship or other title.

Place: Christ University

Date:

Signature of the candidate

Dominic Thomas

Reg No:1224602

Department of Social Work

Christ University, Bangalore

II

CERTIFICATE This is to certify that the dissertation submitted by Dominic Thomas, 1224602 titled

‘Parents’ perception about the factors influencing students drop out in tribal education

programmes implemented by the Government of Kerala’ is a record of research work

done by him under my supervision in partial fulfillments for the award of Master of

Social Work.

This dissertation has not been submitted for the award of any degree, diploma, associate ship, fellowship or other title. Place: Christ University,

Bangalore Signature of the Guide

Date: Dr. Bino Thomas

Assistant Professor and HOD

Department of Social Work

Christ University, Bangalore

III

RECOMMENDATION FOR EXTERNAL EXAMINATION

As per the certificate issued by the research supervisor on completion of the research

work, the candidate is hereby recommended for appearing in the external viva voce

examination.

Dr. Bino Thomas

Head, Department of Social Work

Christ University

Bangalore

IV

ACKNOWLEDGEMENT

Bringing out this this dissertation, in its present form has been an interesting and

challenging experience. Facing this challenge would not have been possible without the

support and understanding of many. They have eased my efforts and I am indebted to

them.

I thank Dr. Bino Thomas, my research guide for the focused guidance. I am

especially grateful for his timely guidance and support while completing this study. I will

never forget the contributions of all my MSW classmates for instilling the necessary

values, skills and knowledge required to undertake especially Pratima Meher, Tony

George and Justin Philip in fact, any research study.

Finally I have to thank a few who stood by me; My father, M K Thomas, Mom,

Mercy Thomas, M K James, uncle who have fulfilled all my dreams and backed me up

with education as a good investment.

Most importantly, I thank the Lord for giving me insights and also sustaining

them throughout the study.

Dominic Thomas

V

ABSTRACT

In all the five year plans (1951-2013), priority was given to educational

development of children in tribal community. Major chunk of the non-plan expenditure

of the ministry of tribal affairs in Kerala has been spending on educational development

activities including scholarship, boarding and lodging charges, incentives to the parents

etc. According to DPI statistics (2007-08), 5,365 students have dropped out from

Malappuram district.

In this context, this study was conducted to assess the parents’ perception about the

factors influencing students drop out in tribal education programmes implemented by the

Government of Kerala. The study consisted of 50 participants who had a child dropped out

from school before six months during their primary education. Parental attitude, culture, lack

of infrastructural facilities and poor economy in family leads to dropout in Nilambur region.

Parents have moderate level of positive attitude towards child’s education and involvement in

the academic matters of the child. Paniyalar and Paniyan’s show more involvement in the

academic matters of the child. Involvement in academic activities of the child and perception

towards schooling showed significant scores in the age group of 30-35 years. Most of the

parents are aware of the tribal educational programmes which are availed in their community.

The study implies that newer strategies need to be designed to engage the dropout children in

educational activities in Nilambur region.

Key words: Tribal education, Dropout, Tribal educational programmes

VI

TABLE OF CONTENTS

Sl.no Contents Page no

1 INTRODUCTION 1-9

2 REVIEW OF LITERATURE 10-15

3 RESEARCH METHODOLOGY 16-21

4 ANALYSIS AND INTERPRETATION 22-45

5 FINDINGS, SUGGESTIONS AND CONCLUSION 46-49

6 REFERENCES

7 APPENDIX

VII

LIST OF TABLES

Sl no

Tables

Page

no

Table 4.1 Socio demographic data

22

Table 4.2

Parent’s perception towards schooling and education

27

Table 4.3 Gender of the parent and perception towards child’s education 30

Table 4.4 Age of the parent and their perception towards child’s education 31

Table 4.5 Sub-cast of the parent and their perception towards education of

the child

32

Table 4.6 Family monthly income and perception of parents towards child’s

education

32

Table 4.7 The person who encourages for education and their perception

towards education

33

Table 4.8

Involvement of parents in academic matters of the child

34

Table 4.9 Educational attainment of the parent and involvement of parents

in the academic matters of the child.

38

Table 4.10 Occupation of the parent and their involvement in the academic

matters of the child

39

Table 4.11 Sub-cast of the Parent and their involvement in the academic

matters of the child.

40

Table 4.12 Family monthly income and involvement of parents in the

academic matters of the child.

41

Table 4.13 Perceived reasons for dropout 41

VIII

LIST OF FIGURES

Sl.no

Figures

Page

no

Figure 4.1 Reason for drop out responded by parents

26

Figure 4.2 Parent’s perception towards schooling and education 29

Figure 4.3 Involvement of parents in academic matters of the child

37

Figure 4.5 The awareness and accessibility of tribal educational programmes

43

Figure 4.6 Benefits availed from tribal educational programmes

44

Figure 4.7 Sending children only for midday meal

45

1

CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter imparts a summary of the status of tribal education in India and the

dropout rate of children from primary education in Kerala. This chapter discusses about

the significant factors influencing tribal dropout, parent’s perception about child’s

schooling and education, involvement of parents in the academic matters of the child and

different tribal educational programmes implemented by Government of Kerala and in

Nilambur region.

1.2 Tribal education

After independence, India’s primary education has gone through numerous

changes and adaptation. The Article 45 of Indian constitution guarantees free and

essential learning for all children up to 15 years. In 2012, 96.5% of children within the

age group of 6 to 14 years were registered in school. Nationally, the percentage of

children (6 to 14) who are not joined in school has gone up considerably, from 3.3% in

2011 to 3.5 in 2012. Learning outcomes of the students were very low but steady in the

years leading to 2012. The eighth annual status of education report shows that children’s

ability to read, write and do the basic arithmetic have declined. Although compliance with

norms and recommendations specified by the RTE Act 2009 has improved most of the

children in school today, but still the quality of education are 3 grades behind where they

supposed to be. (ASER, 2012).

In all five year plans (1951-2013) main concern was for the informative progress

of ST students. The significant reason for the leisurely development of schooling

concerning tribes is the unbalanced way of their living. Large group of Scheduled Tribes

are resides in remote places which are far away from schools. Poverty and deficiency of

schools in tribal region were reasons for slow educational attainment among the tribals.

Moreover, the tribal parents being illiterate, as a result, they rarely give much significance

to schooling or insist the children to attend class regularly. (Government of Kerala, 2001)

2

Ministry of tribal affairs sees schooling and education as indispensible for

supporting tribal children to handle with national integration. The education defines

success, achievement and security in their life. The union and state government spent

adequate amount of money to assimilate and meet the unfulfilled dreams of the tribal

youths (Mahipal, 2014).

1.3 Status of tribal education in Kerala

According to census, (2001) there are 12642 educational institutions in Kerala.

Out of these 7278 aided schools, 4501 are government schools and 863 unaided schools.

Malappuram district has the highest number of school (1472), followed by Kannur (1293)

and Kozhikode districts has (1237) (Economic review, 2010). Enrolment of students in

2011-12 has decreased 2.67% over the previous year. As per the statistics of 2011-2012,

12.18 ST students constitute 1.86% of total enrollment in schools (Government of Kerala,

2011).

The Scheduled Tribal Development Department gives prime importance to

education of the Scheduled tribes. Accordingly, the department is granting educational

concession and assistance to the Scheduled Tribes from pre-primary stage to postgraduate

education. Apart from exempting them from all kinds of fees, they are given Lump sum

grant for purchasing books, stationary, dress and monthly stipend at varying rates

depending on the course of study. (Government of Kerala, 1998-99)

In 1991 Total Literacy Programme was launched to ensure quality education to

Scheduled Tribes, model residential schools, Peripetic schools and Ashram schools are

being implemented. Special coaching is given to ST students to promote and encourage

them in taking part in competitive exams and athletic competitions. (Government of

India)

1.3.1 Status of tribal education in Malappuram

Out of 35 ST notified for the state, Paniyan’s are the most populated tribe with a

population of 81,940 forming 22.5% of the whole people of the state. At district level,

Paniyan’s have the highest percentage (56.3) in the total ST population in Malappuram.

The overall literacy rate of the ST in state has increased from 57.2 to 64.4 recorded at

2011 census. About 2/3 of the constituencies in Malabar area have worse literacy rates

3

than the other districts. It is to be noted that more than 65% of the tribal residents of the

state lives in the Malabar region ( Krishnan, 2014).

BAI, (2003) discussed about the educational development in Kerala. In his study

the analysis of district wise details of literacy rate discloses that in six districts such as

Malappuram, Palakkad, Kasargod, Wayanad, Idukki and Thiruvananthapuram has low

literacy rate than the state level literacy rate. Despite the high level of per capita income,

Malappuram has got 10th rank out of 14 states. The directory of economic review 2001

reveals that Malappuram has got sixth place in schools per lack of population. In the

distribution of colleges per lack of population reveals the neglect of Malappuram in the

provision of higher education facilities with 14th rank in the district.

1.4 Factors influencing dropout

Dropout has been defined as the proportion of children that cease to remain

enrolled in the schooling organism. The reasons of dropout have been examined by

various social experts across the world, as dropout problem has turned to be a global

concern. According to Weber, the reasons for discontinuing school can be classified into

3 broad categories such as family related reasons, school related reasons and personal

related reasons. Family related reasons involve socio-economic grade, underprivileged

groups, parent’s qualification and single parent families. School related factors such as

daily attendance of the child, marks, educational achievement, interest in school and

school assignments. Personal reasons comprise of disciplinary problems, other

moderating situations like marriage etc. ( Roy, 2011).

There are several school related factors that lead to student drop out such as

unfriendly environment, deprived knowledge, lack of attendance, boldness and behavior

of the teacher, and repeating the same class for more than one year etc. when students fail

in a class, they tend to be unsatisfied with less achievements and wind up isolated and

segregation direct them to dropout (Chugh, 2011).

The school experience of tribal students varies from discrimination to complete

isolation. Students from Scheduled tribe groups come across a series of difficulties such

as communicating long distance to school in bad environmental conditions, exploitations

and ill treatment of teachers and other students, struggle in understanding the medium of

instruction etc. (Manjumder, 2002).

Economic hardship is a major cause for increasing tribal children’s dropout.

During the time of agriculture tasks, tribal children are requisite to assist their family

4

members in sowing, weeding, plantation and harvest operations, resulting irregular

attendance in classes and subsequent dropout from school. In addition, the non-

availability of schools within easy access for more than half the predominantly tribal

habitation poses a serious impediment to the enrolment of children, especially girls

(Karuna, 2007).

Insufficient educational institutions in tribal communities, poverty, lack of health

and nutritional care programmes, deprived enrollment and alarming dropout from primary

education etc. prevent the actual educational attainment among tribal’s. Furthermore, the

tribal parents are normally illiterate and they cannot insist their children to attend classes

regularly (Sinlung, 2013).

Tribal students take up paid works early in their life for more satisfying personal

wants rather than supporting their households. They spent income on dress, footwear etc.

in order to imitate the modern society which they are attracted to. Non enrollment in

school is due to parental unconcern than to deliberate choice by the child itself. Usual

community differences are detected in the case of enrollment and continue the studies.

Most of the tribal’s being slow learners, uncongenial environment at home for studying,

lack of facilities like, study room, no furnutire, and not even proper food is provided on

time ( Krishnan, 2014).

1.4.1 Social factors: The tribal parents feel that education makes their children naughty,

impolite and alienate them from the community. The prior experiences of highly educated

students from the community leaving to distance places for jobs and the situation of their

parents makes them think of not send their children to school

1.4.2 Economic factors: Most of the tribals live in deficiency and lack of access to study

materials. The parents tend to involve their children to undertake agricultural activities

along with them in support and continue with their traditional occupation.

1.4.3 Less attention in recognized education: In most of the states, the ST students are

trained from the similar syllabus taught to the general population which becomes difficult

for the slow learners from tribal areas. The contents of the syllabus rarely appeal to them

who came from not the same ethnic circumstances.

1.4.4 Suitable teacher: Lack of teachers to support the children in tribal areas and their

attitude towards them in appreciating the values of tribals. Teachers behave with the tribal

students with a sense of dominance and consider them as unclean and not civilized; as a

result they fail to establish a rapport with the students.

5

1.4.5 Lack of facilities: The medium of instruction is a major problem in tribal schools.

Most of the tribal languages are in basic level with no literatures. The states provide the

same curriculum for the tribal student which makes it uninteresting and offended to the

students in certain circumstances.

1.4.6 Nature of habitat: Tribals are usually scattered and engaged in agriculture and

animal husbandry. Unless the school is situated in the community or the school is more

convenient for parents and students only then they send their children to school.

1.4.7Tribal school teachers: The lower primary education centres in tribal region are

usually managed by one teacher and his/her attendance is not monitored by any authority.

The interest of parents in sending their children to school also be determined by the

school timing in altered seasons (Nazer, 2008).

1.5 Dropout rate in Kerala and Nilambur

Kerala has attained the merit of having the lowermost dropout rate of school

students among the Indian states. In the year 2009-10 Kerala had 0.51% dropout. In the

same year in Lower primary school, Upper primary school and High school, 0.38%,

0.32% and 0.85% student’s dropout respectively. (Government of Kerala, 2011).

Even as the state Government is giving prime importance to education, there is no

extensive decline in the number of students who quit from school. According to the data

available with the DPI, 38,255 students discontinued their studies during the 2009-10

academic years. The highest number of dropout was reported from Malappuram district.

According to the statistics, 5,365 students in Malappuram quit school in 2009-10 (Joseph,

2012).

Table 1.1 Dropout rates of ST (selected educational statistics, 2002-05)

Year Primary school ( 1-4)

Boys Girls Total

2002-03 50.8 52.1 51.4

2003-04 49.1 48.7 48.9

2004-05 42.6 42.0 42.3

6

1.6 Parent’s perception about child’s education

Parent’s optimistic attitude towards child’s education is significant in defining

school attendance and academic accomplishment of the child. Parent’s encouraging and

appreciation towards child’s education increases parental involvement. Socio-economic

status of the parents has adversely affected the involvement of parents in the academic

maters of the child and since the tribal constitute the marginalized population, it is

predictable that the attitude of tribal parents have unfavorable towards schooling and

education ( Samal, 2012).

Parent’s expectations about their child’s education have greater influence on

child’s educational progress. Parent’s anticipations of child and their performance at

school have shown a positive relation with child’s achievement in school. Parents have a

perception about school that apart from learning basic skills, aptitude to connect with

other students and to prompt their outlooks and thoughts with each other’s ( Bhutto,

2005).

1.7 Parent’s involvement in child’s education

Parents and educational institutions have functioned together from the beginning

of the formal education. It was well recognized that parent’s school participation has an

encouraging effect on school associated result for them. The parent’s contribution for

school increases their skill and evidence, which will help them to understand their

children in their school linked happenings. (Hill N. E., 2004).

The different categories of parent involvement in school are student discussion

with parent about school related matters, parent contact with school, parent volunteerism,

parent expectation, parent participation in PTO, parent visit school, structure of home-

learning environment etc. (Feuerstein, 2000). The home based involvement represents

parents’ practices related to assisting children with school related tasks, engaging children

in intellectual activities, creating a quiet place for children to study, responding to

children’s academic accomplishments and discussing with children about academic

problems. (Pomerantz, 2007)

Parent’s contribution in their child’s learning and decision making of future career

has increased momentum again and has become an anxiety for educational strategy

makers. The structure of teaching and learning are a part where the parents-teachers and

the schools slopes the equilibrium of control towards the students. Parent’s participation

through the establishment of associative groups and administration in which parents are a

7

part of day-today functioning of school that stimulated institutional policy makers to give

more consideration to the important matters of beginners attainment (Saiti, 2005).

The role of parent’s in child’s initial stages of life is the major encouragement on

their improvement. Feature of home-based environment adds to child’s practical

knowledge and collective understanding of society than parent’s employment, schooling

and salary (Government of Kerala, 2012).

1.8 Programmes for the Scheduled Tribes by Government of Kerala

1.8.1 Article 275

Education is requirement for removing the barriers of backward class and

marginalized in the community. Therefore the education of ST has been a priority for the

Government of India. Here are the description of some of the programmes and schemes

launched for the promotion of education among this advantaged section of society. Under

the provision of Article 275 (1) of the constitution, grants are given to encounter the

expense of schemes for the tribal development and increasing the level of supervision of

Scheduled region within on par with the rest of the state or union territory. A portion of

the funds are utilized for setting up inhabited school for giving value learning to students

in tribal region.

1.8.2 Research institutes for tribal

14 tribal institutions are being set up in different states in India. The institutions

are involved in suggesting preparation feedbacks to the state Government, carrying out

examination, data gathering, conducting trainings, seminar and workshops for the tribal’s.

KIRTADS is a governmental organization focused on to carry out investigation that helps

to encourage development among the scheduled communities in Kerala. It also identifies

the needs and problems provoking the marginalized section of the population and

suggests recommendations to the government in finding a solution for their overall

development (KIRTADS, 2014).

1.8.3 Boys or girls hostel for ST

Hostel for girls was introduced in 3rd five year plan by providing support of 50%

cost of construction to the state and union territory institutions in Kerala.

8

1.8.4 Educational support to girl child

The programme ensured to reduce the difference in literacy ranks with the

common people and tribal womenfolk, by providing 100% admission of tribal girls in the

recognized districts, for the most part in zones occupied by aboriginal tribals and

decreasing drop out at the fundamental level by generating adequate atmosphere for

education. The system distinguishes the enhancement of the knowledge level of

underprivileged girls to enable them to share successfully in and benefitted from overall

development.

1.8.5 Special coaching for ST

The ST students from disadvantaged and underprivileged background find it

problematic to play with others from well socio-economic circumstances. It also aims to

encourage them to partake in sports and give them a more opportunities to flourish to

expensive exams. The Ministry for tribal affairs funds for coaching for underprivileged

ST students in providing value coaching associations to support them to productively

strive in studies for admission to qualified courses.

1.8.6 Grants to parents

The tribal parents who sent their children every-day to school get an annual

allowance of Rs. 300 per month.

1.8.7 Scholarships

The main aim of the programme is to provide economic aid to students from ST

category studying post matriculation from professional colleges from recognized

institutions. The programme includes practiced, non-professional and non-technical

courses at different stages and the programme also comprises correspondence courses

with distance and ongoing education ("The major schemes/programme,”).

Tribal development plan focus on providing elementary education and to increase

community organization and participation. It includes awareness campaign to increase

enrolment, growing participation of Scheduled Tribals in education committee in tribal

villages. Empowerment of community leaders from tribes to inspire and accompany them

from a definite household, with an aim of schooling needs of children from specific

household. Several workshops are organized for the leaders to develop and achieve

capabilities for managing community mobilization and connecting them with the school

administration.

9

The special schemes and promising rules for tribal include schooling assurance

schemes and Alternative Innovative Education (AIE) centres within 1 km radius to all

non-enrolled children and drop out. Making changes in the school schedule to avail the

children and giving situation focused solutions such as hostel, grants or any specific

facilities according to necessary ("Tribal development plan," 2010).

1.9 Rational of the study

Government of Kerala has introduced many programmes like Sarva Shiksha

Abhiyan, Mid-day Meal programme, reservation for the tribal students, free hostel

facilities etc. to improvement the enroll rate of tribal children and to reduce the number of

dropout. In spite of government taking up these various activities, still the dropout rate

has not reduced as per expectations (Kakkoth, (2012)). So, this study attempt to find out

the complex phenomenon of dropout and effectiveness of tribal education programmes in

Nilambur Taluk.

Although there are studies conducted (Roy 2011, Samal 2012. George, 2011 et.al)

about the attitude of parents towards primary education from different perspectives such

as parents of the economically backward class, uneducated parents, parents of slum

children etc. There are hardly any studies conducted about the attitude of parents of tribal

children especially tribal parents of Kerala in Nilambur region.

Even though Nilambur region has got the highest number of schools in the

Kerala, Malappuram is one of the districts in the state which has lowest literacy rate.

Since the sample frame was located near to the forest and lack of infrastructural facilities

to reach school is one of the prime factor to increase dropout in this area. This study aims

to identify the factors affecting drop out in Nilambur region and parent’s perception

towards schooling and education, parent’s participation in child’s education and its

impact on child’s achievement and awareness and accessibility of tribal educational

programmes.

The research hopes that this study would provide a base to identify the factors

influencing student dropout in Nilambur Region. This study would help in bringing out

measures to reduce the dropout rate and more awareness programmes about the tribal

educational schemes among tribals. The result of the study can be used for conducting

further studies in this region and renewing the existing policies for maximum utilization

of tribals.

10

CHAPTER 2

REVIEW OF LITERATURE

2.1 Introduction

The researcher went through various literatures related to the study. All the

reviews done revolve around four major concepts such as parent’s perception about

child’s schooling and education, their involvement in the academic matters of the child,

perceived reasons for dropout and awareness and accessibility of tribal educational

programmes implemented by Government of Kerala. The following consist of the studies

about parent’s perception about schooling and education, involvement of rural parents in

the academic matters of the child in India about the tribal parents.

Bhutto & Narejo, (2008) suggests that Parental perception has a vital role in life

of children throughout and after their education in terms of performance and career

choice. Parent’s perception is formed by a number of factors such as age, gender, income,

occupation, education, language, attitude, values, personality and interest. Research

reveals that almost all parents have a desire about their children to be a good by

contributing for the well-being of the society and grow intellectually towards real-world

situations. The study was administered through self-administered questionnaire among

100 parents in Sukkur district. The results shows that parent recognize their children to

get educated with the intention of improve economic security and become part of the

educated society. They also perceive their children to acquire academic related skills

while getting educated for better career choice and entrepreneurial skills. The result

develops the understanding of parent’s perceptions in terms of insight concerning their

child’s education. The study recommended that Parents must encourage children to study

and attend school because; if their children are educated the success will follow them too.

In study by Guðlaug, (2010) parental involvement interpreted to have various

sound effects on students, such as academically and behaviorally. He also indicates that

parents participation won’t affect reading achievement of child on the initial years of

education, but it continue to affect the reading and academic progress of children

especially in primary and secondary schools. Parental involvement in child’s education

takes on various methods such as parent involved as volunteers in school, communicating

11

with teachers, contributing in school decision making and associative learning of child at

home. The aim of the study was to identify the relation between the educated parents at

Combretum Trust School and their participation in child’s education. A qualitative

research was conducted using descriptive research design. The research tool consist of 40

question comes under six different factors such as parental involvement in school factors,

monitoring child’s home-work, discussing the school matters, participating in school

events and their expectation about child future. The data was collected through semi-

structured interview. The finding of the study emphasis the need for good relationship

between parents and school through-out child’s schooling. The study also reveals that

parental involvement has effect on both academic and non-academic factors such as

attendance, child’s behaviors, attitude towards schooling and education and other skills.

The study suggests that parent’s involvement had a positive effect on the academic

attainment at Combretum Trust School irrespective of their family and socio-economic

backgrounds.

A study conducted Premji, (2004) indicate that a large section of parents feel that

educating children is very important. In this study 56% of parents agree that formal

education of child helps in increasing their knowledge level and to become a good citizen.

The reason for educating girl child is to provide equal opportunities and empower them to

make a strong appearance in the society. The study aimed to assess the perception of

parents regarding education in their region, to assess the quality of education in the school

and to determine the involvement of parents in education system. A structured

questionnaire was used to collect the data. The questionnaire consists of both open ended

and closed ended questions. The participants of the study were adult individuals and

parents selected randomly from various villages in North East Karnataka. The study

reveals that 80% of parents believe that parents have to play their part in terms of

enrolment, attendance and the learning process of the child by the way of involvement

and meeting teachers. The study suggest that equal participation and contribution from

parents, teachers and head masters can make an adequate change in the quality of

schooling and education.

A study was conducted by Sook & Bowen, (2006) shows the parent’s

participation, parental income and the success gap in elementary school. This study aims

at examining the level and impact of five parental involvements on children’s academic

12

performance by ethnicity, cast and educational attainment of parents. Parental

involvement represents two central aspects of the influence on child development such as

connection among adult and the similarity in behavior, values and attitude across the

setting. He has proved with the help of articles that parental involvement at school has

more influence on children than parental involvement at home. Parents with diverse

background play different types of roles in helping the child in terms of their income,

education, experience and self-assurance in the system. The sample of the study consist of

415 children studying in third standard living in major urban centres of southeastern

United States. A simple random sampling technique was used to identify students from

the district database. The research tool includes 5 categories of parental participation in

family and school was examined. Parents participation in school was assess with six

complex variables. They also measures parent’s physical visit to school through parents

and teachers reports. The result shows that parental contribution have considerably varied

across demographic groups in terms of child’s achievement. Educational expectation and

frequency of home-work help didn’t differ among three ethnic groups. Parents with

higher education show considerably more involvement at school, discussion with child at

home and higher educational expectation about their children. The study suggests that

different types of participation at home, school and different cultural groups should be

formed for better achievement among students. The study also emphasis to develop more

policies to increase involve of parents at school.

Roy, (2011) in his research point out reasons for dropout in primary education

and the impact of RTE (Right to Education) act. According to him dropout means the

proportion of children who cease remain enrolled in the educational system. He has

explained the factors that prevent from schooling such as caste, occupation, economical

compulsion and poverty, seasonal migration, child labour, linguistic problems, and

educational attainment of parents. The aim of the study is to propose a linear simplified

model for estimating dropout. He has used six variables such as pupil teacher ratio,

student classroom ratio, percentage of repeaters, percentage of SC, ST students,

percentage of Muslim minorities and gender parity index to find out the significant

variables and state reasons of insignificance of other variables. The result shows that

pupil teacher ratio, student classroom ratio, and SC/ST have a positive influence on

dropout rate. On the other hand, percentage of repeaters, Muslim community and gender

parity index can help to control dropout. The percentage of ST students is found to be an

13

insignificant factor to explain the dropout in this district. 57% of the model can be

explained with the significant factors such as student classroom ratio, percentage of SC

students and percentage of Muslim students. The study recommended for a revised and

reorientation of policies required controlling these situations. Student – classroom, ratio

needs to be reduced in order to keep up the quality of education. Several remedial

measures such as motivational learning have to be implemented to strengthen the

disadvantaged sections like SC/ST. In other hand social transformation needs to be started

to bring a positive society to demolish the cultural lag bringing the students under the

school roof.

George, (2011) discussed about the higher education in Kerala and how inclusive

is it to SC/ST. This study emphasize that even though SC/ST have been considered in the

main stream of developmental activities, still socio-cultural barriers and inadequacy of

Government programmes prevent them to compete with the other sections of the society.

The quality of education given to St/St students seems to be poor which leads to major

difference in the achievement of disadvantaged group. Under the invest of state in

education, the share of expenditure of on new programmes, schemes, institutions and

courses is getting less and less as the year advance. The utilization of sanctioned

expenditure on education also came down from 80% to 53.1% in 2008-09. The

educational support from Government in different forms, reservation and helping in

admission helped the ST students to avail of educational opportunities to a large extent.

Though, there are government reservation policies for ST students, still they are

inadequate to meet the non-fusion fees and other nonacademic expenses.

Chugh, (2011) stated from her study that both home and school associated aspects

were accountable and seems correlated with each other. The adolescent dropout was not

only due to poverty and financial constrain but also because of the inappropriate response

of the school in preventing dropout. The study was aimed at examining the features that

leads to drop out at secondary level. The empirical study carried out on the deprived

group of children living in slum areas of Delhi. The findings ponders different ways to

control potential dropout and providing suggestions preventive measures for changing the

system. The paper recommends that the state need to adopt a holistic and broader sense of

understanding to tackle the issues of poverty by strengthening the socio economic

situation and poor delivery of education. Even though it was a micro level study, the

14

analysis delivers certain insight to educational policy makers who are aimed at civilizing

quality education and implementing proper intervention for target groups at native level.

He suggested the importance to moderate the private cost of education through

scholarship and incentives such as uniform, text books and stationary.

Kakkoth, (2012) points out that even though the government is providing

infrastructure and educational inputs to tribes, still the dropout is prevalent among them.

Lack of freedom, early marriage and home related issues are the main reasons for

dropout. In this study majority of male students drop out due to get involved in collecting

resources from forest though they have a desire to continue their studies. The negative

impacts of residential schools are because of due respect to traditional culture and force to

perform other religious rituals and physical and emotional abused while surrendered by

sickness and ill. The aim of the study is to assess the personal experiences of Ashram

school dropouts and to identify perspective of different category of people such as

children, school personnel and tribal development officials and suggest different

measures for the improvement of Ashram schools. The study suggests providing, primary

education in their own settlements rather than alienating them from parents. After long

years of formal education, the other tribal students hesitate to interact with each other.

The curriculum contents should boost their norms and values to make them proud of their

culture.

Zacharias, (2003) indicated in his study the tribal educational programmes

implemented for Kadars have positive impact. Even though many students made several

attempts to pass the exams, there is significant growth in literacy and schooling of

Kedars. The study concluded by stating that some programmes have failed to meet the

goal, others were moderately succeeded, and others have achieved the target at all. But

the actual consumption of the remunerations is not achieved as expected. The study was

conducted in Palakkad and Trichur on the basis of Kadar settlement. Cluster sampling

method was used to collect the data from participants. The study suggested that the

programme implementing agency should have proper understanding of the tribal life style

which leads to successful implementation of the programme. The authorities also should

do the follow up steps to find out the deficiency of the programme and timely monitoring

is important to make necessary changes in the implementation.

15

Basumatary, (2012) describes the reason for dropout and the factors that affect

dropout. The reason for dropout can be categorized under school centric and parent

centric. Poverty is the main cause of school dropout. The poor family circumstances are

important to meet the hidden and open cost of schooling and failure of which leads to

permanent dropout. Poor quality in education and complicated theory based classes are

another reason for dropout. The parent centric factors including, the number of family

members at home, the health of the family members, educational attainment of the

parents, single parenthood and influence of drop out children in family. The aim of the

study was to identify the variables that have greater impact upon school dropout. The data

was collected from planning commission, Census report and DISE report 2009-10. The

study was concluded with an argument of number of school dropout vary from country to

country across the region. There are many factors with affect the drop out in school.

Possible suitable solutions are required to prevent the dropout rate so more initiatives and

policies should be incorporated to mitigate dropout.

2.2 Knowledge Gap

The researcher came across many studies (2002 – 2012) on parent’s perception

about tribal education and the accessibility of tribal educational programmes and most of

them were based on Indian scenario. The available literatures have not included the

variables like the relation between gender of the parents and their perception, age and

their perception, perception of different sub-casts and their perception towards schooling,

the participation of parents in the academic matters of the child such as parent’s

agreement to education, parents monitoring the performance of the child, parental

encouragement to share the problems at school and comparing them with parents age,

gender, monthly income and sub-cast of the parent.

Most of the literatures have mentioned about the perception of parents from rural

area, parents living in urban slum and tribal parents in different parts of the world. This

study aims to understand the factors affecting dropout among tribal communities in

Nilambur region and to asses if the parents involvement have influenced child to dropout

from school. There are hardly any studies conducted in Nilambur region to identify the

parental perception about the factors affecting student dropout in Nilambur region. This

study also aims to suggest remedies to prevent the dropout in Nilambur region.

16

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

This chapter consists of an overview of the methodology used in this research. It consists

of the aim, and objectives of the study. All the variables of studied are given operational

definitions with respect to the study. The inclusion criteria and the exclusion criteria

related to the selection of samples are mentioned and the universe and the population of

the study are also mentioned. The research design is described in detail along with the

sample size, sample method, ethical issues related to the research and the limitations of

the study are also discussed in this chapter.

The study on Parents’ perception about the factors influencing students drop out

in tribal education programmes implemented by the Government of Kerala is based in

different tribal communities in Nilambur, Kerala. 50 parents of drop out children were

selected through snow ball sampling.

A pre-test was conducted to study the effectiveness of the questionnaire covering

five parents of the drop out and necessary changes were made in the questionnaire. The

participants were selected according to variables such as age, sub-caste; gender etc. to

understand the likely response pattern of the participants. This was followed by data

collection, interpretation of results and concluding the research finding.

3.2 Aim of the study

The aim of the study is to find out the parents perception about the factors

influencing students dropout in tribal’s education programmes implemented by the Govt.

of Kerala

3.3 Objectives of the study

To identify the socio economic profile of the parent whose child is a drop out.

To assess the parents perception towards tribal education and schooling.

To assess the areas of involvement in the academic matters of the child.

To understand the accessibility of tribal education programmes felt by the parent.

To identify the reasons for dropout.

17

3.4 Operational definition

3.4.1 Parents

Father or mother of a child whose child is a dropout from primary education

before six months and who reside in a tribal community in Nilambur Taluk, Kerala.

3.4.2 Dropout

Dropouts are defined as students, who enrolled in primary education and for

some reason other than death leaves school before completing the grade without

transferring to another school. The duration which exit is more than six months.

3.4.3 Factors influencing dropout

Any factors such as individual, family, schools, economic and community risk

factor that influences child to drop out from school.

3.4.4 Tribal educational programme

The educational programmes implemented by the Government of Kerala to reach

the tribal children and benefit them in Nilambur.

3.5 Significance of the study

The significance of the study is to identify the factors affecting dropout and tribal

parental perception about child’s schooling and education in Nilambur region. The study

also focuses on the involvement of parents in the academic matters of the child and the

awareness and accessibility of tribal education programmes. The findings of the study

would be helpful for designing different policies or that aim on parenting to prevent

dropout in Nilambur region and to understand the root causes of dropout in the selected

six communities. The results of the study can be used as secondary data for the further

researches on the same communities.

3.6 Research design

Descriptive research methodology was used in this study to get a synopsis of

parent’s perception about the factors influencing student dropout in tribal education

programmes implemented by Government of Kerala. It is an effective design to

18

understand the socio demographic profile, perception of parents about schooling and

education, involvement of parents in the academic matters of the child, perceived reasons

for dropout and awareness and accessibility of tribal educational programmes

implemented by government of Kerala.

3.7 Inclusion criteria

The parents who reside in Nilambur Taluk.

The parents whose children have dropped out school for more than six months.

3.8 Exclusion criteria

The parents of children with disabilities. ( Mental retardation, Cerebral Palsy,

Physically Handicapped)

3.9 Sampling Design

The universe consisted of the all parents in tribal region in Kerala. The population in

the study comprised of the parents with dropout children between the age of 6 to 11years

living in Nilambur Taluk, of tribal domicile. The study consisted of 50 participants (33

fathers & 17 mothers) who had a child dropped out from school before six months during

their primary education. All of them resided in tribal communities in Nilambur Taluk of

Kerala. The participants were recruited from Ambumala, Palakkayam, Parekkatt,

Vettilakolli, Vailasseri and Perumbadavam area.

The participants for the study were identified with the help of school records and

discussion with teachers from 8 schools (aided, unaided, government and private school)

in Nilambur Taluk. The attendance registers of previous years and teachers contacts were

used to identify the dropout’s parents. The data was collected from 7 communities in

Nilambur Taluk. 50 participants were selected through snowball sampling. From each

community one participant was identified with the help of community Mooppan

(Community Leader) and the other participants were identified with the help of

participants who already took part in the research.

19

3. 10 Tools of data collection

The researcher used a self-made tool to collect the data. Basic structured schedule

to answer socio demographic details of the participant such as age, sub-cast, family

monthly income etc. and to answer the questions prepared by the researcher according to

each objective. The tool was prepared by referring to the studies which has got similar

objectives, after understanding the real situation of the sample frame by pilot visit and

discussion with people who work in this area and with the help of research guide. The

researcher conducted a pretest to identify the appropriateness, drawbacks, fishing out the

wording issues, lack of clarity in instruction in the questionnaire, estimating the response

rate, estimating the time to complete the survey and understanding point of likely dropout

etc.

The questionnaire has got four objectives and socio demographic details. The first

part tries to identify basic information of the participant followed by the details of the

drop out child. Each question has got close-ended answers which made the respondent to

answer easily. Under each objective few questions are made to understand parent’s

perception towards tribal education and schooling, to assess the areas of involvement in

the academic matters of the child, to understand the accessibility of tribal education

programmes felt by the parent and to identify the reasons for dropout. (APPENDIX 1)

The pretest was conducted with five potential respondents covering 10% of the

sample size using the same method of administration. The tool was validated by the

experts in this field who was able to pick up potential difficulties which might not be

revealed in a pretest with respondent. For example the arrangement of questions and the

response answers which could be easily coded after the data collection. The pretest was

conducted in all types of respondent in terms of age, occupation etc. and the questionnaire

was explained by the researcher to the participants in local language.

3.11 Process of data collection

The researcher used a self-made questionnaire for data collection. Seven

communities were identified which has got the highest rate of dropout, with the help of

secondary data available from the school records and ITDP office in Nilambur. The seven

communities were Ambumala, Palakkayam, Parekkatt, Vettilakolli, Vailasseri,

Perumbadavam and Edivanna estate.

20

The collection of data was done through questionnaire administered through

personal interview method after obtaining informed consent. The researcher was

introduced to the community with the help of Community Mooppan. 50 parents of

dropout children were interviewed through a semi-structured interview.

3.12 Data analysis and interpretation

After the collection of data, the researcher entered it in SPSS 17.0. Each response

in the questions was coded in numerical form. A code of 1, 2, 3, 4 were given to the

response according to the range in each answer. After entering the data, the frequency

tables, cross tabulation, mean, standard deviation, chi-square were done to identify the

significance of variable with the other variable. For each objective an overall domain

score was identified to understand the level of parent’s perception, their involvement,

awareness and accessibility of tribal educational programmes. Two variables were

compared with socio-demographic details and other factors to identify the relation with

each other. The interview took around 20 to 30 minutes to complete and was varied

according to the each respondent’s ability to understand the question.

3.13 Ethical consideration

The collected data would be used for academic purposes only. The researcher has

collected data from the participants only through informed consent. The researcher

assured that the data collected from the respondents would be kept confidential. The

purpose of data was clearly defined to the participant. The research has been objective by

not letting personal biases influence the research process. Plagiarism was checked and

proved that this work is genuine.

3.14 Limitations

Lack of time on part of the respondents and researcher

Further research can be done on a bigger sample size and more factors influencing

dropout can be studied.

The sample was a representative of only few villages in Nilambur Taluk, Kerala.

21

3.15 Conclusion

The research design used is a descriptive design. The study describes about the

factors affecting dropout, parent’s perception about schooling and education, involvement

of parents in the academic matters of the child and the accessibility and awareness of

tribal educational programmes implemented by government of Kerala. The study was

conducted on a sample of 50 tribal parents of the dropout children of Nilambur Taluk.

This chapter has also demonstrated about the ethical considerations that were taken into

account while performing the study along with the limitations of the study.

22

CHAPTER 4

ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of the data collected and its

results. The arrangement of tables and graphs are based on socio demographic details,

parent’s perception towards schooling and education, the areas of parental involvement in

the academic matters of the child, the accessibility and awareness of tribal education

programmes felt by the parent. The results are analyzed to explain the factors affecting

dropout with regard to parental involvement in the academic matters of the child, their

perception towards schooling and education, accessibility and awareness of tribal

educational programmes.

Table 4.1 Socio demographic data

Sl.no Frequency (N=50) Percentage

1

1

Age of the parent

21-25

1

2.0

26-30 13 26.0

31-35 28 56.0

36-40 6 12.0

41-45 2 4.0

2 Gender of the parent

Male 33 66.0

Female 17 34.0

3 Marital status

Married 41 82.0

23

Widow 7 14.0

Widower 2 4.0

4 Educational attainment of the parent

Illiterate 2 4.0

Literate 45 90.0

7th STD 3 6.0

5 Occupation of the parent

Unemployed 5 10.0

Agriculture 45 90.0

6 Family monthly income

Below 5000 43 86.0

5000-10000 7 14.0

7 Sub cast of the Parent

Muthuvan 10 20.0

Paniyalar 16 32.0

Paniyan 12 24.0

Kattunaikkan 9 18.0

Malapanikkar 3 6.0

Domicile of the respondent

Ambumala 12 24.0

Palakkayam 14 28.0

24

Peruvambadam 2 4.0

Parekkatt 10 20.0

Vettilakolli 7 14.0

Vailasseri 5 10.0

9 The last class attended by the child

1st std 9 18.0

2nd std 10 20.0

3rd std 17 34.0

4th std 17 34.0

10 The class from which the child dropped out

Before 3rd 21 42.0

3nd 23 46.0

Above 3rd 6 12.0

11 Duration of dropout at the Time of research

Below 6 months 4 8.0

6-12 months ago 14 28.0

12 and above 32 64.0

12 Distance between school and house

Below 2km 14 28.0

2-4km 23 46.0

Above 4km 13 26.0

25

13 Time taken to reach school

20ms 19 38.0

20-40 26 52.0

40 and above 5 10.0

14 Mode of going to school

Walking 46 92.0

Cycling 4 8.0

15 The person who encourages child for education at home

Father 8 16.0

Mother 35 70.0

Sibling 7 14.0

The above table shows the socio-demographic details of the respondent and the

details of the child who dropped out. 56% of the participants fall in the category of 31-35

years of age in which 66% of them are males and 34% of them are females. 82% of the

parents were married, 14% of them were widows and 4% of them were widower. 90% of

the respondents were literate which means who knew to read and write. Only 6% of them

have completed their 7th standard. 90% of the participants have agricultural occupation

and 10% of them were unemployed. 86% of participants were earning below 5000

annually. Only 14% of them are earning more than 5000 per month.

The participants of the study fall in five different sub-casts such as Muthuvan,

Paniyalar, Paniyan, Kattunaikkan, and Malapanikkar. The study was conducted in six

communities in Nilambur Taluk such as Ambumala, Palakkayam, Peruvambadam,

Parekkatt, Vettilakolli and Vailasseri. The last class attended by the drop out child was

third (34%) and fourth (34%) standards. 46% of the children were dropped out from 3rd

standard and 42% of them were before 3rd standard. 64% of children were dropped out

before 12 months from school at the time of research Which shows that there is reduction

in the dropout rate in Nilambur Taluk.

26

46% of children had to walk 2 to 4 Km every day from school to home which

would take 20 to 40 minutes. 92% of children choose the mode of walking to school

every day. In 70% of families, mother encourages the child for schooling. Okumu, (2008)

reveals that the there is no significant relation between distance to school, gender of

respondent and gender of the household head.

Figure 4.1 Reason for drop out responded by parents

The above pie chart shows the reason for dropout stated by the parent. 28% of

students drop out because of alcoholism of father, 24% of students drop out because of

lack of economic resources to meet their educational expenses by the parents. 16% of

students drop out because of lack of transportation facilities and distance to school. 12%

of students were dropout because of the peer influence. 8% of students drop out due to

lack of parental interest in sending their children to school, ill treatment by the teacher at

school and poor learning ability of the child. 4% of children drop out because of the

physical disability and lack of facilities to reach school on time.

Following studies also supports the same reasons for dropout identified by the

researcher. Okumu, (2008) found out that primary students tend to dropout from school

due to economic and socio-cultural factors. He also mentioned about the influence of the

community by providing employment opportunities to children during school which

cause for dropout. As the number of students employed, the number of dropout also

increase. Wajid & Muhammad, (2011) indicated in his study that high level of poverty,

gang dropout

12%

alcoholism of fathers

28%

lack of economical resources

24%

long distance to

school 16%

physically handicapped due

to accident 4%

lack of parental interest

8%

Ill treatment by teachers and child's

poor learning ability

8%

27

lack of money to purchase stationary for education, low academic achievement and

inadequacy of academic supervision at school and family leads to dropout among

children. Manjunatha, (2012) also reveals that the educational attainment of parents does

not have any significant effect on the perception towards child’s schooling and education.

Table 4.2 Parent’s perception towards schooling and education

Sl. no Frequency (N=50) Percentage

1 All-round development of the child through education

Not sure 3 6.0

Disagree 12 24.0

Agree 35 70.0

2 Better education provides better job

Not sure 5 10.0

Disagree 21 42.0

Agree 24 48.0

3 Schooling will help in carrying out family occupation

Not sure 19 38.0

Disagree 15 30.0

Agree 16 32.0

4 Education help to deal with challenges in life

Not sure 21 42.0

Disagree 13 26.0

Agree 16 32.0

28

5 Education is an obstacle in income generation

Not sure 18 36.0

Disagree 14 28.0

Agree 18 36.0

6 Education helps in real life

Not sure 13 26.0

Disagree 17 34.0

Agree 20 40.0

7 Education does not matter in later life

Not sure 8 16.0

Disagree 13 26.0

Agree 29 58.0

8 Absenteeism in school does not affect the future of the child

Not sure 12 24.0

Disagree 20 40.0

Agree 18 36.0

The above table shows that 70% of the parents agree that education helps in all

round development of the child. 48% of parents said better education provides better jobs

in the future but 42% of the parents disagree with the statement. 38% of the parents are

not sure if schooling helps in carrying out the family occupation. 32% of parents agreed

that education will help in dealing with the challenges effectively.

36% of parents each agree as well as not sure that education is an obstacle in

income generation.40% of parents agree that education helps in real life. 58% of parents

29

answered education does not matter in later life and 40% of parents agreed that

absenteeism in school affect the future of the child.

Figure 4.2 Parent’s perception towards schooling and education

The above pie diagram shows overall response of parent’s perception. The overall

perception of parents is calculated by adding the total of 8 responses of the question about

parent’s perception about schooling and education and categorizes them as low, medium

and high level of perception. The mean for the total score is 5.5800 and the standard

deviation is 3.25872. If the response comes below 23.47 is called as low level of

perception, if the response comes in between 23.47 and 30.53 is called medium level of

perception and if the response is higher than 30.53 is called as positive perception

towards child’s schooling and education.

Parent’s perception towards schooling and education include statements like

education will provide an all-round development to child, better education for better jobs,

schooling is a hindrance for carrying out the family occupation, and education helps in

effectively deal with the challenges and the relevance of school lessons to real life. 74%

of parents show medium level of support towards sending their children to school, 18% of

parents have a very positive opinion about their child’s schooling and education and 8%

of parents have negative attitude in sending their child to school.

Samal, (2012) has indicated in his study that in spite of government’s endeavors

in providing free education to all, the attitude of parents was not highly favorable. He

mentioned the low socio-economic status can adversely affect the attitude of parents

towards schooling and education.

Low 8%

Medium 74%

High 18%

Parent’s perception towards schooling and education

30

The above table shows the relation between gender of the parent and their

perception towards child’s education. In this study 66% of participants are male

population so the male parents show medium level of positive attitude in sending their

children to school. Moreover 36 parents out of 50 support children in an average level to

send them to school. There is no significant relation between gender and perception of

the parent (.210). In Samal, (2012) study conducted among tribal parents reveals that

there is no significant difference in the gender of the parent and their perception towards

schooling and education. He also mentioned that mothers were more favorable to child’s

schooling and education.

Table 4.3 Gender of the parent and perception towards child’s education

Gender of the

parent

Perception of parents towards child’s education

Low Medium High Total

Male

Female

6 24 3 33

1 12 4 17

Total 7 36 7 50

31

Table 4.4 Age of the parent and their perception towards child’s education

Age of the parent Perception of parents towards child’s education

Low Medium High Total

21-25

26-30

31-35

36-40

41-45

1 0 0 1

2 9 2 13

1 22 5 28

0 4 2 6

0 2 0 2

Total 4 37 9 50

The above table indicates the age of the parent and their perception towards

child’s education. 56% of parents in the age group of 31 to 35 show a positive attitude

towards child’s education. 74% of parents nevertheless of any age have a positive attitude

(medium) towards child’s education. Parents in the age group of 21 to 25 and 41 to 45

have a negative attitude towards child’s education. The point to be noted is only few

participants fall in the age group of 21to 25 and 41 to 45. The Chi-square test reveals that

there is a significant relationship (.056) between age of the parent and their perception

towards child’s schooling and education.

32

Table 4.5 Sub-cast of the parent and their perception towards

education of the child

Sub-cast of the

Parent

Perception of parents towards child’s education

Total Low Medium High

Muthuvan

Paniyalar

Paniyan

Kattunaikkan

Malapanikkar

1 8 1 10

1 11 4 16

0 11 1 12

1 6 2 9

1 1 1 3

Total 4 37 9 50

The above table reveals the sub-cast of the parent’s and their perception

towards child’s education. The Paniyalar and Paniyan’s show a positive attitude towards

child’s education. 8% of Paniyalar shows high level of perception in sending their

children to school. However, 74% of parents have moderate support for sending their

children to school.

Table 4.6 Family monthly income and perception of parents towards child’s education

Family monthly

income

Perception of parents towards

child’s education

Total Low Medium High

below 5000

5000-10000

4 31 8 43

0 6 1 7

Total 4 37 9 50

33

The above table indicates the family monthly income and the perception of

parents towards schooling and education. Even though parents are earning less than 5000

annually, still they have a positive attitude towards schooling and education of the child.

In Samal, (2012) study, he has mentioned the parents who earn Rs. 3000 to Rs. 4000 had

an unfavorable attitude towards schooling and education of the child.

Table 4.7 The person who encourages for education and their perception towards

education

The person who

encourages for education

Perception of parents towards

child’s education

Low Medium High Total

Father

Mother

Sibling

0 8 0 8

4 23 8 35

0 6 1 7

Total 4 37 9 50

The above table reveals the person who encourage for education and their

perception towards schooling and education of the child. 70% of mothers encourage

children to go to school and 46% of mothers show moderate level of attitude in sending

their children to school. The father and sibling also have a key role in encouraging their

children to send to school.

34

Table 4.8 Involvement of parents in academic matters of the child

Sl.no Frequency (N=50) Percentage

1 Number of days child attend the class in a week

Every day 31 62.0

Two days 2 4.0

3 days 3 6.0

More than 3 days 14 28.0

2 Parental agreement to child’s education

Not sure 4 8.0

Disagree 21 42.0

Agree 25 50.0

3 Performance of the child in the class

Bad 2 4.0

Average 5 10.0

Good 41 82.0

Very good 2 4.0

4 Parents involvement in child’s assignments

Never 2 4.0

Sometimes 17 34.0

Often 19 38.0

35

Regularly 12 24.0

5 Parents provide a study environment at home

Sometimes 16 32.0

Often 26 52.0

Regularly 8 16.0

6 Parental encouragement to share the problems at school

Never 2 4.0

Sometimes 19 38.0

Often 21 42.0

Regularly 8 16.0

7 Meeting of parents with teachers to discuss about child’s performance

Never 8 16.0

Sometimes 22 44.0

Often 8 16.0

Regularly 12 24.0

8 Parents preparing food in time to send the child to school

Never 4 8.0

Sometimes 6 12.0

Often 14 28.0

Regularly 26 52.0

36

9 Buying study materials for the child

Never 2 4.0

Sometimes 16 32.0

Often 26 52.0

Regularly 6 12.0

10 Checking child’s class notes and ask questions about it

Never 6 12.0

Sometimes 24 48.0

Often 12 24.0

Regularly 8 16.0

11 Enquiring reasons for coming early or late from school

Never 4 8.0

Sometimes 28 56.0

Often 10 20.0

Regularly 8 16.0

The above table shows the areas of involvement of parents in the academic

matters of the child. 62% of parents responded that their child attend school every day.

50% of parents have agreement towards child’s schooling and education. Nevertheless of

sub-cast of parents 82% of them responded that child perform well in the class. 38% of

the parents often involve in child’s assignment. 52% of parents often provide a study

environment for the child at home.

42% of parent often encourages the child to share their problems at school. 44%

of parents sometimes meet the teachers to discuss about the performance of the child in

37

class. 52% of parents agreed that they prepare food on time to send their children to

school. 52% of parent often buys the study materials for the child for the education. 48%

of parents are sometimes checking the class notes of child and ask questions about it. 56%

of parent sometimes enquires the reason for coming early or late from school.

Figure 4.3 Involvement of parents in academic matters of the child

The above chart shows the overall involvement of parents in the academic matters

of the child. The levels of involvement is calculated by adding the response of each

question answer and categorize them as low, medium and high level of involvement. The

mean score of the domain is 27.000 and the standard deviation is 3.53986. The response

fall under the category of low level when the response is less than 23.47, the response fall

under moderate category if the response is between 23.47 and 30.53 and high level of

perception means the response above 30.53.

72% of parents mostly engage in the academic matters of the child such as

checking the attendance and performance of the child, helping the child in doing the

assignments, providing a study environment at home, encouraging child to share the

problems at school, meeting the teacher to discuss about the performance of the child,

preparing food on time to send the child to school, buying study materials for the child,

checking the class notes of the child and asking questions about it and enquiring reasons

for coming early or late from school. 14% of parents are highly involved in the academic

matters of the child and other 14% of parents are least bothered about child’s education.

In Guðlaug, (2010) study he has mentioned parental involvement such as interpretation,

mathematics, behavior, school attendance which has high effect and influence in the

education of the child.

Low 14%

Medium 72%

High 14%

38

Table 4.9 Educational attainment of the parent and involvement of parents in the

academic matters of the child.

Educational attainment of the parent and parental Participation in the academic matters of

the child

Low Medium High Total

Illiterate

Literate

7th STD

0 2 0 2

7 31 7 45

0 3 0 3

Total 7 36 7 50

The above table shows the educational attainment of parents and the involvement

of parents in the academic matters of the child. The parents who are literate are mostly

involved in the academic matters of the child. parents shows a medium level of interest in

helping the children in their assignments and involved in enquiring about school related

issues, buying study materials, providing a proper study environment at home etc.

The chi-square test reveals that there is no significant relationship (.706) between

educational attainment of the parent and involvement of parents in the academic matters

of the child. Okumu, (2008) also found that educated parents children are more enrolled

and show keen interest to continue with the education. The educated mother’s contribute

more time to help the academic matters of the child.

39

Table 4.10 Occupation of the parent and their involvement in the academic matters of the

child

Occupation of the parent Involvement of parents in the academic matters of the child

Low Medium High Total

unemployed

agriculture/self-employment

1 3 1 5

6 33 6 45

Total 7 36 7 50

The above table shows the occupation of the parent and their involvement in the academic

matters of the child. The parents who are self-employed or farming have average

involvement in the academic matters of the child. 90% of parents are either self-employed

or farmers in this study. The table shows that unemployment of parents does not affect the

involvement of parents in the academic matters of the child because they also provide an

average support to children in the academic matters. The result indicates that there is no

significant relation between occupation and involvement of the parent in the academic

matters of the child (.820). Hill N (2004) indicated that parents from lower socio-

economic background face so many barriers to involve in the academic matters of the

child due to non-flexible work schedule, lack of available resources and stress about

occupation.

40

Table 4.11 Sub-cast of the Parent and their involvement in the academic matters of the

child.

Sub-cast of the Parent Involvement of parents in the academic matters of the child

Low Medium High Total

Muthuvan

Paniyalar

Paniyan

Kattunaikkan

Malapanikkar

1 8 1 10

1 12 3 16

3 9 0 12

1 6 2 9

1 1 1 3

Total 7 36 7 50

The above table shows the sub-cast of the parent’s and their involvement in the

academic matters if the child. Paniyalar parents provide a medium level of involvement in

the academic matters of the child. Malapanikkar are least interested in involving the

academic matters if the child. As a total the parents in Nilambur region provides a

medium level of involvement in the academic matters if the child.

41

Table 4.12 Family monthly income and involvement of parents in the academic matters of

the child.

family monthly income Involvement of parents in the academic matters of the child

Low Medium High Total

below 5000

5000-10000

7 31 5 43

0 5 2 7

Total 7 36 7 50

The above table shows the family monthly income and the involvement of parents

in the academic matters of the child. Though parents are earning below 5000 still most of

the parents (86%) engage in the academic matters of the child. 72% of parents are

moderately involved in the academic matters of the child. in Guðlaug, (2010) reveals that

there is a positive relationship between socio-economic status of parents and involvement

of parents in the academic matters of the child. The students from low economic

background face more problems than the normal population.

Table 4.13 Perceived reasons for dropout

Sl.no Frequency (N= 50) Percentage

1 Detain child for household works

Never 4 8.0

Rarely 5 10.0

Sometimes 28 56.0

Often 13 26.0

2 Teacher showing partiality to child

Never 4 8.0

42

Rarely 14 28.0

Sometimes 25 50.0

Often 7 14.0

3 Schooling obstruct from getting a job early in life.

Strongly agree 5

10.0

Agree 10

20.0

Disagree 33

66.0

Strongly disagree 2

4.0

4 Dropout because school is far from home

Strongly agree 4 8.0

Agree 23 46.0

Disagree 19 38.0

Strongly disagree 4 8.0

5 School does not give quality education to child

Strongly agree 4 8.0

Agree 18 36.0

Disagree 28 56.0

The above table shows the perceived reasons for dropout by the parents. 56% of

parents sometimes detain the child from school for household works. 50% of parents said

sometimes teachers show partiality to the students in school. 66% of parents disagree with

the statement that schooling obstructs from getting a job early. 46% of parents agree that

children dropout because school is far from home. 56% of parents agree the statement

that school provides quality education to students.

43

Figure 4.5. The awareness and accessibility of tribal educational programmes

The above table shows the awareness about tribal educational programmes,

awareness about free education and awareness about hostel facilities for tribal students.

78% of parents agree with the fact that they are aware about the tribal educational

programmes offered by the Government of Kerala. 12% of parents disagree with the

statement and 10% of parents are not sure about it. In terms of awareness about free

education, 56% of parents are aware about it, 34% of parents disagree with it and 10% of

parents are not sure about it. 42% of parents are not sure about the hostel facilities

provided by the Government for the students, 32% of parents disagree with it and 26% of

parents agree with it. In short, most of the parents are aware about the tribal educational

programmes except about the hostel facilities.

Krishnan, (2014) in his study reveals that most of the parents were aware of the

schemes such as Lump sum grants, hostel facilities, incentives to parents etc. Moreover,

large number of respondents was unaware of the several other schemes in processes

which are not available in their village or neighboring village.

10 10

42

12

34 32

78

56

26

Awareness bout tribaleducational programmes

Awareness about freeeducation

Awareness about hostelfacilities

Awareness of parents

not sure disagree agree

44

Figure 4.6 Benefits availed from tribal educational programmes

The above chart explains the accessibility of tribal educational programmes by the

children of the respondent. 64% of parents said they haven’t benefitted anything from

Government reservation programmes. 26% parents responded that they have benefitted

from this programmes. 60% of parents agreed that their children are getting free

education from the school. 66% of parents said that they are receiving Rs.300 as

scholarship per month from school. 88% of parents agreed that their children have

received midday meal from school. Only 22% of students have stayed in the in the hostel.

50% of parents disagreed that their children have received free uniform from school. 70%

of children have received coaching for the competitive exams from school and 48% of

parents disagree with the statement of child has received coaching for extra-curricular

activities. 50% of parents agreed that their child has received encouragement for athletic

and arts programmes from the school.

Krishnan, (2014) pointed out in his study that most of the educational schemes are

yet to be utilized by the tribal population. The important schemes made use by the tribal

population are Lump sum grant, incentives to parents, monthly stipends and hostel

Benefitted from

Govt.reservat

ionprogramme

Freeeducation fromschool

Rs.300as

scholarship permonth

Middaymealfrom

school

Residedin thehostel

Freeuniform

fromschool

Coaching for

competitive

exams

Coaching for

extra-curricul

aractivitie

s

Encouragement

forathletic

s andarts

Agree 26 60 66 88 22 44 24 42 50

Disagree 64 28 28 10 62 50 70 48 44

Not sure 10 12 6 2 16 6 6 10 6

0

10

20

30

40

50

60

70

80

90

100

Benefits availed from tribal educational programmes

45

facilities. The facilities like special coaching for athletic and arts and facilities for better

education etc. are not properly utilized by the tribal students.

Figure 4.7 Sending children only for midday meal

The above chart explains the statement if parent send their child only for midday

meal or not. 80% of parents disagree with the statement, 18% of them agree and 2% of

parents are not sure about it.

Conclusion

It can be concluded that student’s in Nilambur region dropout due to the

alcoholism of parents and lack of economic resources in family. Parents have moderately

positive level of perception and agreement to child’s schooling and education. Parents are

mostly involved in the academic matters of the child. Tribal parents have awareness of

benefitted from the tribal educational schemes such as Lump sum grant, incentives to

parents, monthly stipend and hostel facilities to school going children. Very few parents

send their children to school only for midday meal.

18%

80%

2%

Sending child only for midday meal

Agree Disagree Not sure

46

CHAPTER 5

FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 Introduction

The study examines the perception about the factors influencing students drop out

in tribal education programmes implemented by the Government of Kerala based on six

different tribal communities in Nilambur. 50 parents of drop out children were selected

through snow ball sampling. The data was collected through self-made questionnaire and

validated by the experts. A pre-test study was conducted to study the effectiveness of the

tool covering five parents of the drop out and necessary changes were made in the

questionnaire. The data was analyzed by using SPSS software Statistical package and

various statistical measures. The data was analyzed and interpreted according to each

objective.

5.2 Findings of the study

Among the total respondents 56% of the participants fall in the category of 31-35

years of age in which 66% of them are males and 34% of them are females.

In this study 90% of the respondents were literate which means who knew to read

and write.

Present study testifies that 64% of children were dropped out before 12 months

from school at the time of research.

In 70% of families, mother encourages the child for schooling.

28% of students drop out because of alcoholism of father, 24% of students drop

out because of lack of economic resources to meet their educational expenses by

the parents.

The research indicates that 16% of students drop out because of lack of

transportation facilities and long distance to school. 12% of students were dropout

because of the peer influence.

74% of parents show medium level of support towards sending their children to

school, 18% of parents have a very positive opinion about their child’s schooling.

The study reveals that 74% of parents have a positive attitude (medium) towards

child’s education.

47

There is a significant relationship (.056) between age of the parent (31-35) and

their perception towards child’s schooling and education.

The Paniyalar and Paniyan’s show a positive attitude and involvement towards

child’s education.

42% of parent often encourages the child to share their problems at school. 44%

of parents sometimes meet the teachers to discuss about the performance of the

child in class.

52% each of parents agreed that they prepare food on time to send their children

to school and often buys the study materials for the child for the education.

The study shows that 72% of parents mostly engage in the academic matters of

the child.

There is no significant relationship (.706) between educational attainment of the

parent and involvement of parents in the academic matters of the child.

Unemployment of parents does not affect the involvement of parents in the

academic matters of the child because they also provide an average support to

children in the academic matters.

56% of parents sometimes detain the child from school for household works.

Among the total respondents 78% of parents are aware about the tribal

educational programmes offered by the Government of Kerala.

60% of parents agreed that their children are getting free education and 66% of

parents are receiving Rs.300 as scholarship per month from school. 88% of

parents agreed that their children have received midday meal from school.

The important schemes made use by the tribal population are Lump sum grant,

incentives to parents, monthly stipends and hostel facilities. The facilities like

special coaching for athletic and arts and facilities for better education etc. are not

properly utilized by the tribal students.

80% of parents disagree with the statement that sending their children only for

midday meal.

5.3 Implications of the study

5.3.1 Implications for social work practice

The result of this study suggests that the perception of parents and their involvement

in the academic matters of the child have a positive influence in the dropout rate among

48

tribal students. Social work interventions in the forms of case work and group work

community organization can help students, parents and community for contributing the

educational attainment of the child. In order to reduce the dropout rate, social workers

should directly work with children, teachers and parents to help the children at risk of

leaving school. Social worker can facilitate parents with low socio-economic background,

and boredom students by conducting activities, teaching the students about modern

agricultural practices which can support their parents. Social worker can bring awareness

on the importance and quality of education and the government schemes for the

marginalized. The results suggest the need for developing more policies which can reach

to maximum marginalized population. Specially designed curriculum should be

implemented in Ashram school and Model residential school.

5.3.2 Implications for social work education

The social worker can be trained to deal with various issues concerned with dropout

and marginalized society. The study also demanded community social worker’s

hypothetical understanding about the issues of children at school. The social worker can

understand the life style, tradition, culture and difference between the general

populations.

5.3.3 Implications for social work research

Keeping this research as a base, more researches on factors influencing dropout and

perception of parents towards schooling and education can be done in different tribal

settings. A research can be done in the same region to explore other factors leading to

dropout.

The paper has already been presented in ISWC conference, organized by Madras

school of Social Work.

5.4 Limitations of the study

The limitations of the study are taken into consideration and some of them are

mentioned below.

As it was difficult to get access to various tribal communities, the researcher had

to take the local support and help from community Mooppan (Leader) to collect the data.

The study is limited as the semi structured close ended questions had uneven number of

49

negative and positive questions framed under each objective. The study was conducted

with self-structured tool, and hence the result has its limitations.

5.5 Suggestions for further studies

The present study is not much comprehended and exhaustive due to the time frame of

post-graduation course. There are some limitations in design. Even though Kerala has

achieved the highest literacy state, the dropout rate among marginalized and those who

have never attended the school are unnoticed by the authorities. So it needs modification

to assess the factors leading to dropout from schools located in tribal communities and

government run schools for tribal students. Some suggestions for further research are

given below.

A comparative study can be conducted to identify the parent’s perception towards

schooling and education of general parents and tribal parents in Nilambur region. A study

can be conducted to identify the accessibility of educational and tribal development

schemes implemented by Government of Kerala in Nilambur region. The research had its

limitation regarding the sample design for the study.

5.6 Conclusion

Dropout is a universal phenomenon in Indian context. Parental attitude, culture,

lack of infrastructural facilities and poor economy in family leads to dropout in Nilambur

region. Parents have moderate level of positive attitude towards child’s education and

involvement in the academic matters of the child. There is a significance relationship

between age and perception of parents towards schooling. Paniyalar and Paniyan’s show

more involvement in the academic matters of the child. There is no significance

relationship between occupation, educational attainment of parents and involvement of

parents in academic matters of the child. Most of the parents are aware of the tribal

educational programmes which are availed in their community. Further studies have to be

conducted to explore the reasons for dropout which could help in developing more

policies to reduce the dropout rate.

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APPENDIX

Informed Consent

This study entitled “Parent’s perception about the factors influencing students drop out in

tribal education programmes implemented by the Government of Kerala” is conducted in

fulfillment of my Master’s degree in Social Work dissertation from Christ University,

Bangalore.

The study will be carried out in Nilambur Taluk of Malappuram district, Kerala. The purpose

of this study is to add the research knowledge and studying the parent’s perception about the

factors influencing students drop out in tribal education programmes implemented by the

Government of Kerala.

Participation in this study is voluntary and the participants are free to withdraw from the

study, if they feel any discomfort or inconvenience from answering the questions at any point

of time. You have the right to clarify the doubts or ask for more information throughout the

study. It is purely for academic purpose and confidentiality will be maintained.

I request you to support in this effort, if you have understood the study and wish to

participate. Please sign the consent form and answer the interview schedule.

Signature / Thump impression of the Participant Signature of the Researcher

Date: _______________________ Name: Dominic Thomas

MSW student

Christ University, Bangalore–29

Mob: 9686097636

(E-mail: dominicthomas11@gmail.com

1. Name :

2. Age :

3. Sex : □Male □Female

4. Religion : □ Hindu □Christian

□Muslim □Any other -

…………...

5. Educational Attainment of parent. : □Illiterate □ Literate

□7th STD □Matriculate

6. Marital Status : □Married □ Widow □

Widower/Other

7. Occupation : □Unemployed □Agriculture/Self

Employed

□Private sector □Govt. Job

8. Your Family monthly income. : □Below 5000 □5000-1000 0

□10000-20000 □20000 and above

9. Educational qualification of the child : □1…… □2 …… □3……

10. Which child has dropped out? : □First □Second □Third

11. From which class your child has

dropped out? : □……. □…….

12. When was the child dropped

out of school? : □Below 3months □6 months ago

□1 year ago □Above 1 year

13. What was the reason for dropping out? : □……………………………………

14. What is the distance between

School and your house? : □Below 2km □2-4 km □4-

6km

□6-8km □Above 8km

15. What is the timing of the school? : □Opening ----- □Closing -----

16. How many minutes/hours child

takes to reach school ? : □20ms □20-30 □30-40

□40 and above

17. Who in your family encourages

about child’s education ? : □Father □Mother

□Siblings

□Any other-……………...

18. What is the mode of going school? : □Walking □Cycling

□Public Transport □Any other

Parent’s perception towards schooling and education

19. Education will help my child for his all round

development. : □Agree □Disagree □Not sure

20. Better educational qualification will help in

getting better jobs in the future besides

agriculture. : □Agree □Disagree □Not sure

21. Schooling will make my child more

productive and help to adopt family

occupation. : □Agree □Disagree □Not sure

22. Education helps in learning ways to deal

with challenges in future : □Agree □Disagree □Not sure

23. Education is an obstacle in the path of

income in near future. : □Agree □Disagree □Not sure

24. I think most of the things my child learns

at school are not relevant to real life. : □Agree □Disagree □Not sure

25. When my child grows up to be an adult,

it hardly matters if he attended school or not: □Agree □Disagree □Not sure

26. I will not face any real problem in future

if I did not send my child to school. : □Agree □Disagree □Not sure

Involvement of parents in academic matters of the child

27. How often does your child attend the

class in a week : □Every day □Two days □3

days □More than 3 days

28. My spouse and I have agreement with

regard to child’s education. : □Agree □Disagree □Not sure

29. How does your child perform in the class : □Bad □Average □Good

□Very good □Don’t know

30. I involve in my child’s assignments

or homework ? : □Regularly □Often

□Sometimes □Never

31. I provide an environment that suits

for the child to study at home. : □Regularly □Often

□Sometimes □Never

32. I encourage my child to share about

his/her problems at school with me or

my spouse : □Regularly □Often

□Sometimes □Never

33. I meet the teacher to discuss about my

child’s performance. : □Regularly □Often

□Sometimes □Never

34. I prepare food in time for my child so

that he/she can attend class in time. : □Regularly □Often

□Sometimes □Never

35. I buy materials for my child that are

required for studies other than things given

from school. : □Regularly □Often

□Sometimes □Never

36. I check your child’s class notes and ask

questions about it? : □Regularly □Often

□Sometimes □Never

37. I enquire with my child if he/she is

coming late/early from school : □Regularly □Often

□Sometimes □Never

Perceived reasons for dropout

38. I detain my child from going to school

because of household works or problems. : □Often □Sometimes

□Rarely □Never

39. I come across instances of teachers

showing partiality to my child. : □Often □Sometimes

□Rarely □Never

40. I think schooling obstruct my child from

getting a job early in his life. : □Agree □Strongly Agree

□Disagree □Strongly Disagree

41. I do not send my child to school because

it is very far. : □Agree □Strongly Agree

□Disagree □Strongly Disagree

42. I feel that the school does not give

quality education : □Agree □Strongly Agree

□Disagree □Strongly Disagree

The awareness and accessibility of tribal educational programmes

43. I have heard about tribal educational

Programmes. : □Agree □Disagree □Not sure

44. I have benefitted from the Govt. reservation

Programme. : □Agree □Disagree □Not sure

45. I know that the Govt. is providing free

and compulsory education to all the children : □Agree □Disagree □Not sure

46. My child is getting a free education

from school. : □Agree □Disagree □Not sure

47. I pay educational fees towards my

child’s education. : □Agree □Disagree □Not sure

48. I have received -----------amount in

Scholarship monthly/ annually. : □Agree □Disagree □Not sure

49. My child receives midday meal from

School. : □Agree □Disagree □Not sure

50. I am sending my child only for

midday meal. : □Agree □Disagree □Not sure

51. I know that there are hostel facilities

available for the children who are coming

from far villages : □Agree □Disagree □Not sure

52. My child resides in the hostel. : □Agree □Disagree □Not sure

53. My child has received free uniform from

the school. : □Agree □Disagree □Not sure

54. My child has received special coaching

for competitive examinations. : □Agree □Disagree □Not sure

55. My child has received special coaching

for studies or extra-curricular activities : □Agree □Disagree □Not sure

56. My child has received encouragement in

athletics and arts. : □Agree □Disagree □Not sure

57. Any other information?