11_chapter 4

CHAPTER-IV
ANALYSIS AND INTERPRETATION OF THE DATA
4.0 Introduction
“Data analysis is the process of bringing order, structure and meaning to mass of
collected data. It is a messy, ambiguous, time consuming, creative and fascinating
process. It does not proceed in a linear fashion; it is not neat. Data analysis is a search for
answer about relationship among categories of data.”- Marshall and Rossman (1990).
According to C.R. Kothari (1989), “The term analysis refers to the computation of
measures along with searching for patterns of relationship that exist among data-groups”.
Data analysis in research work is considered to be an important step and heart of the
research.
In the beginning when the researcher collected the data, it is raw in nature but after data
arranged in a certain format or in meaningful order it takes the form of information. The
analysis and interpretation of the data are the most critical and essential supporting
pillars of any research. Through interpretation step the researcher is able to obtain a
conclusion from the gathered data. Interpretation can be described as the device through
which the factors, which seem to explain what has been observed by the investigator in
the study, can be better understood. Interpretation also provides a theoretical conception
which can serve as a guide for the future research.
The present chapter is concentrated to the analysis and interpretation of data. The data
collection has no meaning unless it is analyzed and interpreted in a systematic way
through appropriate statistical technique. Since, it is difficult to explain the raw data for
proper meaning it is the duty of the researcher to analyze the data after collecting it. Data
analysis involves the ordering or arranging the data into constituent parts for the purpose
of interpretation to get the desired objectives. However, merely analysis of data is not
sufficient to get the answers of the desired objectives. Interpretation of the result of
analysis is also necessary. It makes inferences and draws conclusions about the
relationship between one‟s own research and the conclusions of other researches or with
the expectations of theory. In the present study data were collected by applying self
41
developed tools i.e. School Information Blank for the selected schools, teaching learning
schedule for the teachers and interview schedule for parents. Analysis and interpretation
of data have been done in three sections:
Section-I: This section deals with school general information, availability of teachers,
students teacher ratio, enrollment of the students, steps taken by school for increasing
enrollment, academic achievement of the students. It also deals with availability of
infrastructural facilities, teaching learning materials, lab facilities, co-curricular
activities, Parents Teacher Meeting (PTM) and evaluation system in government and
private schools at elementary level.
Section-II: This section deals with background of the teachers, teaching strategies,
teaching aid and teaching methods used by teachers, involvement of the students,
evaluation of the students and assigning home work to the students by the teachers of
government and private schools at elementary level.
Section-III: This section deals with the background of the parents whose children were
studying in government and private schools at elementary level. It also deals with the
parents‟ views regarding basis of school choice, infrastructure of the school, teachers and
co-curricular activities organized by government and private schools.
SECTION–I
4.1 The General Information of the Schools, Teachers, Students, Infrastructure

Facilities and Different Activities
This section deals with school general information of schools, availability of teachers,
student teacher ratio, enrollment of the students, enrollment strategies, students‟
academic achievement. It also deals with availability of infrastructural facilities, teaching
learning materials, lab facilities, co-curricular activities, Parents Teacher Meeting (PTM)
and evaluation system in government and private schools at elementary level.
4.1.1 General Information Regarding Government and Private Schools
In order to get the general information whether, the school is providing co-education or
not and medium of instruction used in the school. The information was collected with the
help of school information blank and interpreted through the following tables:
42
Table No. 4.1 Co-Education in Government and Private Schools at Elementary
Level
Type of School Co-Education
Yes No
Government 24 (80%) 6 (20%)
Private 30 (100%) -
100%
100%
90% 80%
80%
70%
60%
50%
Yes
40%
No
30% 20%
20%
10%
0% 0%
Government
Private
Figure No. 4.1 Co-Education in Government and Private Schools at Elementary

Level
Table No. 4.1 and figure No. 4.1 show the co-education in government and private
schools at elementary level. The above table indicates that 80.00 per cent government
schools provided co-education and 20.00 per cent government schools did not provide
co-education at elementary level while 100 per cent private schools provided co-
education at elementary level.
It may be concluded that maximum (80.00 per cent) government schools provided co-
education at elementary level while all the (cent per cent) private schools provided co-
education at elementary level.
43
Table No. 4.2 Medium of Instruction Used in Government & Private Schools at
Elementary Level
Type of School Medium of Instruction
Hindi English Bilingual
Government 24 (80 %) - 6 (20 %)
Private 3 (10%) 11 (36.66%) 16 (53.34%)
80%
80%
70%
60%
53.34%
50%
40% 36.66%
Hindi Medium
30% English Medium
20%
20% Bilingual
10%
10%
0
0%
Government
Private
Schools
Schools
Figure No. 4.2 Medium of Instruction used in Government & Private Schools at
Elementary Level
Table No. 4.2 and figure No. 4.2 show that in 80.00 per cent government schools,
medium of instruction was Hindi and in 20.00 per cent government schools medium of
instruction was bilingual while in 10.00 per cent private schools medium of instruction
was Hindi, in 36.66.00 per cent private schools medium of instruction was English and in
53.34.00 per cent private schools medium of instruction was bilingual.
It may be concluded that in maximum (80.00 per cent) government schools, medium of
instruction was Hindi while in majority (53.34 per cent) of private schools medium of
instruction was bilingual. Further, it may be concluded that in 36.66 per cent private
schools medium of instruction was English and no government school was found where
medium of instruction was English.
44
4.1.2 Availability of Teachers in Government and Private Schools
It is true that effective teaching and availability of teachers is very important of any
school. Non availability of teachers affect academic atmosphere in the schools as well as
teaching. The interpretation and analysis of data regarding availability of teachers in
government and private schools at elementary level are shown in the following tables:
Table No. 4.3 Availability of Teachers in Government and Private Schools
Type of School Male Teachers Female Teachers Total Teachers
Government 129 (60%) 86 (40%) 215
Private 80 (20%) 320 (80%) 400
80%
80%
70% 60%
60%
50% 40%
40%
30% Male
20.00%
20% Female
10%
0%
Government
Private
Schools
Schools
Figure No. 4.3 Availability of Teachers in Government and Private Schools
Table No. 4.3 and figure No. 4.3 indicate that government schools at elementary level
had 40.00 per cent female teachers and 60.00 per cent male teachers. On the other hand
private schools had 80.00 per cent female teachers and 20.00 per cent male teachers.
It may be concluded that private schools at elementary level had maximum (80.00 per
cent) female teachers while government schools had majority (60.00 per cent) of male
teachers. It was observed during the study that most of the private schools gave more
preference to appoint female teachers because they think that female teachers can handle
the students carefully at elementary level than the male teachers. Moreover, it was also
noted that government of Haryana appoints the teachers in the schools on the basis of test
and interview and they may be male or female.
45
Table No. 4.4 Availability of Computer, Sports and Music Teachers in
Government and Private Schools
Type of Schools Computer Teacher Sports Teacher Music Teacher

Yes No Yes No Yes No
Government - 30 - 30 - 30
(100%) (100%) (100%)
Private 27 3 24 6 18 12
(90%) (10%) (80%) (20%) (60%) (40%)
90.00%
90%
80.00%
80%
70%
Computer Teacher
60% 60.00%
Sports Teacher
50%
40% Music Teacher
30%
20%
10% 0% 0% 0%
0%
Govt. Schools
Private Schools
Figure No. 4.4 Availability of Computer, Sports and Music Teachers in

Table No. 4.4 and figure No. 4.4 show that 100 per cent government schools had no
computer teacher, sports teacher and music teacher while 90.00 per cent private schools
had computer teacher, 80.00 per cent private schools had sports teacher and 60.00 per
cent private schools had music teacher at elementary level.
It may be concluded that all the government schools at elementary level had no computer
teacher, sports teacher and music teacher while most (90.00 per cent) of the private
schools at elementary level had computer teacher, maximum (80.00 per cent) private
schools had sports teacher and majority (60.00 per cent) of private schools had music
teacher. But it was observed that in some government schools part time music teacher,
art and craft teachers and computer teachers was appointed by the government of
Haryana.
46
Table No. 4.5 Student Teacher Ratio in Government and Private Schools
Type of School Total Students Total Teachers Working in Schools Ratio
Government 5488 215 25:1
Private 8829 400 22:1
Table No 4.5 reveals the student teacher ratio of government and private schools, at the
time of data collection i.e.2017-18. The table shows that student teacher ratio was 25:1 in
government schools at elementary level while student teacher ratio was 22:1 in private
schools at elementary level. It may be concluded that student teacher ratio was 25:1 in
government schools and student teacher ratio was 22:1 in private schools. Further, it may
be concluded that private schools had better student teacher ratio than the government
schools at elementary level.
4.1.3 Enrollment of the Students at Elementary Level in Government and Private

Schools
The status of the schools is recognized on the basis of total enrollment of the students.
The interpretation and data analysis of class wise, gender wise and category wise
enrollment of the students in selected government and private schools at elementary level
are shown in the following tables:
Table No. 4.6 Class wise Enrollment of Students in Government and Private
Schools
Class Government Schools Private Schools Total
1st 887 (44.14 %) 1122 (55.86 %) 2009
2nd 970 (41.28 %) 1380 (58.72 %) 2350
3rd 975 (46.58 %) 1118 (53.42 %) 2093
4th 975 (41.11 %) 1397 (58.89 %) 2372
5th 1019 (41.28 %) 1450 (58.72 %) 2469
6th 242 (26.24 %) 680 (73.76 %) 922
7th 218 (20.57 %) 842 (79.43 %) 1060
8th 202 (19.38 %) 840 (80.62 %) 1042
Total 5488 (38.33 %) 8829 (61.67 %) 14317
47
Total 38.33% 61.67%
8th 19.38% 80.62%
7th 20.57% 79.43%
6th 26.24% 73.76%
5th 41.28% 58.72% Government Schools

Private Schools
4th 41.11% 58.89%
3rd 46.58% 53.42%
2nd 41.28% 58.72%
1st 44.14% 55.86%
0% 20% 40% 60% 80% 100%
Figure No. 4.5 Class Wise Enrollment of Students in Government and Private
Schools
Table No. 4.6 and figure No. 4.5 show the class wise enrollment of the students in
selected government and private schools at elementary level. In government schools
44.14 per cent students enrolled in 1st class, 41.28 per cent students in 2nd class, 46.58 per
cent students in 3rd class, 41.11 per cent students in 4th class, 41.28 per cent students in
5th class, 26.24 per cent students in 6th class, 20.57 per cent in 7th class and 19.38 per cent
students enrolled in 8th class. On the other hand in private schools 55.86 per cent students
enrolled in 1st class, 58.72 per cent students in 2nd class, 53.42 per cent students in 3rd
class, 58.89 per cent students in 4th class, 58.72 per cent students in 5th class, 73.76 per
cent students in 6th class, 79.43 per cent students in 7th class and 80.62 per cent students
enrolled in 8th class.
It may be concluded that private schools had better enrollment from 1st class to 8th class
than the government schools at elementary level.
48
Table No. 4.7 Gender wise Enrollment of Students in Government and Private
Schools
Class Government Schools Private Schools
Boys Girls Total Boys Girls Total
1st 355 (40.02%) 532 (59.98%) 887 673 (59.98%) 449 (40.02%) 1122
2nd 370 (38.14%) 600 (61.86%) 970 828 (60%) 552 (40%) 1380
3rd 393 (40.30%) 582 (59.70%) 975 618 (55.27%) 500 (44.73%) 1118
4th 385 (39.48%) 590 (60.52%) 975 997 (71.36%) 400 (28.64%) 1397
5th 399 (39.15%) 620 (60.85%) 1019 750 (51.72%) 700 (48.28%) 1450
6th 102 (42.14%) 140 (57.86%) 242 200 (29.41%) 480 (70.59%) 680
7th 138 (63.30%) 80 (36.70%) 218 500 (59.38%) 342 (40.62%) 842
8th 105 (51.98%) 95 (48.02%) 202 530 (63.09%) 310 (36.91%) 840
Grand 2466 3022 5488 5000 3829 8829

(44.93%) (55.07%) (56.63%) (43.37%)
Total
60.00% 56.63%
55.07%
50.00% 44.93%
43.37%
40.00%
30.00% Government Schools

Private Schools
20.00%
10.00%
0.00%
Boys
Girls
Figure No. 4.6 Gender wise Enrollment of Students in Government and Private
Schools
49
Table No.4.7 and figure No. 4.6 show the gender wise enrollment of the students in
selected government and private schools at elementary level. The table shows that 44.93
per cent boys and 55.07 per cent girls enrolled in government schools on the other hand
56.63 per cent boys and 43.37 per cent girls enrolled in private schools.
In first class 40.02 per cent boys and 59.98 per cent girls were enrolled, in second class
38.14 per cent boys and 61.86 per cent girls were enrolled, in third class 40.30 per cent
boys and 59.70 per cent girls were enrolled, in fourth class 39.48 per cent boys and
60.52 per cent girls were enrolled, in fifth class 39.15 per cent boys and 60.85 per cent
girls were enrolled, in sixth class 42.14 per cent boys and 57.86 per cent girls were
enrolled, in seventh class 63.30 per cent boys and 36.70 per cent girls were enrolled, in
eighth class 51.98 per cent boys and 48.02 per cent girls were enrolled in government
schools. On the other hand in private schools 59.98 per cent boys and 40.02 per cent girls
were enrolled in first class, 60.00 per cent boys and 40.00 per cent girls were enrolled in
second class, 55.27 per cent boys and 44.73 per cent girls were enrolled in third class,
71.36 per cent boys and 28.64 per cent girls were enrolled in fourth class, 51.72 per
cent boys and 48.28 per cent girls were enrolled in fifth class, 29.41 per cent boys and
70.59 per cent girls were enrolled in sixth class, 59.38 per cent boys and 40.62 per cent
girls were enrolled in seventh class and 63.09 per cent boys and 36.91 per cent girls
were enrolled in eighth class.
It may be concluded that 44.93 per cent boys and 55.07 per cent girls enrolled in
government schools at elementary level while 56.63 per cent boys and 43.37 per cent
girls enrolled in private schools at elementary level. It may be also concluded that more
girls enrolled in government schools as compare to boys while more boys enrolled in
private schools as compare to girls.
Table No. 4.8 Category wise Enrollment of Students in Government and Private
Schools at Elementary Level
Category Government Schools Private Schools
General 1598 (13.22 %) 7239 (81.99 %)
SC 3164 (57.66 %) 794 (8.99 %)
BC 726 (29.12 %) 796 (9.02 %)
50
90.00%
81.99%
80.00%
70.00%
60.00% 57.66%
50.00%
Government Schools
40.00%
Private Schools
30.00% 29.12%
20.00% 13.22%
8.99%
10.00% 9.02%
0.00%
General
SC
BC
Figure No. 4.7 Category wise Enrollment of Students in Government and Private
Schools
Table No. 4.8 and figure No. 4.7 show the category wise enrollment of students in
government and private schools at elementary level. The table shows that 13.22 per cent
students from general category, 57.66 per cent students from Schedule Caste (SC) and
29.12 per cent students from Backward Caste (BC) were enrolled in the selected
government schools. On the other hand 81.99 per cent students from general category,
08.99 per cent students from SC category and 09.02 per cent students from BC category
were enrolled in the selected private schools.
It may be concluded that maximum students from SC (57.66 per cent) and BC (29.12 per
cent) category were enrolled in government schools and few students from general
category were enrolled in government schools while maximum (81.99 per cent) students
from general category were in private schools and only 18.01 per cent students were
enrolled in private schools from SC (08.99 per cent) and BC (09.02 per cent) category at
elementary level.
It was found that students who belong to SC, BC category and economically weak
section were enrolled in government schools while most of the students who belonging
to general category or economically strong were enrolled in private schools.
51
4.1.3 Enrollment Strategies Adopted by Government and Private Schools
Status of any institution depends upon enrollment of the students. Every institution takes
some steps and strategies for increasing enrollment of the students. The interpretation
and analysis of data regarding steps taken by government and private schools are shown
in the following table:
Table No. 4.9 Steps Taken by Government and Private Schools to Increase
Students Enrollment
Item Steps taken by Schools Government Schools Private Schools

No. Yes No Yes No
1 Door to Door Survey 12 (40%) 18 (60%) 30 (100%) -
2 Spread awareness regarding 30 (100%) - 12 (40%) 18 (60%)
Govt. Schemes and facilities
3 Organizing Rallies 18 (60%) 12 (40%) - 30 (100%)
4 Celebration of Parvesh Utsav 30 (100%) - 30 (100%) -
5 Co-operation from 30 (100%) - 30 (100%) -
SMC/Community/Parents
6 Advertisement 9 (30%) 21 (70%) 27 (90%) 3 (10%)
7 Display achievement of the 9 (30%) 21 (70%) 30 (100%) -
students and schools
8 Organization of tour and trip 6 (20%) 24 (80%) 24 (80%) 6 (20%)
9 Use of Social Media 12 (40%) 18 (60%) 30 (100%) -
120.00%
100% 100% 100% 100% 100%
100.00% 100%
100% 100% 90% 80%
80.00%
60.%
60.00%
40% 40%
40.00% 40% 30% 40.% Government Schools
30% 20%
20.00% Private Schools
0.00%
Figure No. 4.8 Steps Taken by Government and Private Schools to Increase
Students Enrollment
52
Table No. 4.9 and figure No. 4.8 indicate the steps taken by the selected government and
private schools to increse the enrollment of students .
Item No. 1 of the table shows that 40.00 per cent government schools conducted door to
door survey for admission to increase enrollment of the students and 60.00 per cent
government schools at elementary level did not do the same. On the other hand 100 per
cent private schools conducted door to door survey for admission to increase the
enrollment of the students.
It may be concluded that majority (60.00 per cent) of government schools did not
conduct door to door survey while all the (cent per cent) private schools conducted door
to door survey for admission. However, some government schools conducted door to
door survey so that enrollment may be increased.
Item No. 2 shows that 100 per cent government schools speared awareness among the
parents regarding different government schemes and facilities provided by the
government while 40.00 per cent private schools speared awareness among the parents
regarding different government schemes and facilities provided by the government for
the students and 60.00 per cent did not do the same.
It may be coucluded that all the (cent per cent) government schools speared awareness
among the parents regarding different government schemes and facilities provided to the
students by the government while majority (60.00 per cnet) of private schools did not do
the same. However, some private schools aware to the parents regarding different
government schemes and facilities provided to the students by the government.
Item No. 3 shows that 60.00 per cent government schools organized rallies so that
enrollement of the students may be increased and 40.00 per cent government schools did
not organize rallies. On the other hand 100 per cent private schools never organized
rallies.
It may be concluded that majorty (60.00 per cent) of government schools organized
rallies so that enrollement of the students may be increased. Further, it may be concluded
that private schools never organized rallies. However, it was observed by the investigator
during the study that all the private schools show the silent features of their students and
schools through newspaper, banner, hording, pumplets, cable etc.
53
Item No. 4 shows that 100 per cent government schools celebrated Parvesh Utsav to
increase the students enrollment in the schools and 100 per cent private schools also
celebrated Parvesh Utsav to increase the students enrollment in the schools.
It may be concluded that all the government and private schools celebrated Parvesh
Utsav to increase the students enrollment in the schools.
Item No. 5 shows that 100 per cent government schools took the co-operation from
School Management Committee (SMC), community and parents to increase students
enrollment in the schools. 100 per cent private schools took co-operation from the
community and parents to increase enrollment of the students in the schools.
It may be concluded that all (cent per cent) the government schools took the co-operation
from SMC, community and parents to increase students enrollment in the students while
all (cent per cent) the private schools took the co-operation only from community and
parents beacause SMC is not exist in the private schools.
Item No. 6 shows that 30.00 per cent government schools resorted the advertisement for
admission but 70.00 per cent government schools did not resort the advertisement. On
the other hand 90.00 per cent private schools resorted the advertisement for admission
and 10.00 per cent private schools did not resort the advertisement.
It may be concluded that majorty (70.00 per cent) of government school did not resort
the advertisement while most (90.00 per cent) of the private schools resorted the
advertisement for admission. It was deeply observed by the investigator that private
schools spent more money on the advertisement and publicity as compare to the
government schools. Although, it was also observed that some head teachers and
teachers of the government schools personly spent the money on advertisement with the
help of some Non Government Organizations (NGOs) and grampanchyant for
enrollment of the students.
Item No. 7 shows that 30.00 per cent government schools displayed the achievement of
the students and schools to increase the enrollment of the students and attract the parents
as well as students towards government schools and 70.00 per cent government schools
did not display the same. On the other hand 100 per cent private schools displayed the
achievement of students and schools to increase enrollment of the students and for
attracting the parents as well as students towards private schools.
54
It may be concluded that all the (cent per cent) private schools displayed the
achievement of students and schools to increase enrollment of the students and for
attracting the parents as well as students towards private schools while majority (70.00
per cent) of government schools did not display the same. Although, some government
schools displayed the achievement of the students and schools. .
Item No. 8 shows that 20.00 per cent government schools organized tour and trip for the
students so that enrollment of the students may be increaed and 80.00 per cent
government schools did not organize tour and trip for the students while 80.00 per cent
private schools organized tour and trip for the students but 20.00 per cent private schools
did not organize tour and trip for the students.
It may be concluded that maximum (80.00 per cent) government schools did not
organize tour and trip for the students while maximum (80.00 per cent) private schools
organised tour and trip for the students so that enrollment of the students may be
incresed. However, few government schools organized tour and trip for the students.
Item No.9 shows that 40.00 per cent government schools used social media for doing
publicity of the schools and 60.00 per cent schools did not use social media. On the other
hand 100 per cent private schools used social media for doing publicity of their schools.
It may be concluded that all the private schools used social media for doing publicity of
the schools while only 40.00 government schools do the same.
On comparing between government and private schools, it was also found that private
schools took more steps and made more efforts to increase the enrollment of the students.
Further, it was seen that maximum private schools assumed that such type of activities
always helpful to increase the students enrollment.
4.1.4 Academic Achievement of the Students in Government and Private Schools
Status of the schools is recognized on the basis of students‟ academic achievement. The
analysis of data related to students‟ academic achievement of selected government and
private schools at elementary level from 1st class to 8th class are shown in the following
table:
55
↓
1st
8th
7th
6th
5th
4th
3rd
C.I.
2nd
Class
1
2
4
2
4
9
Govt. Schools Students (%)
8.2
9
Private Schools Students (%)
10
17
10
15
20
10
9.7
91%-100 %
1
5
3
1
7
8
6
15.5
81%-90%
10
13
25
27
25
30
20
20
7
8
4
6
8
11
15
21

71%-80%
30
20
18
26
30
40
30
48.5
28
35
30
40
30
35
30
18.7
56
61%-70%
30
40
32
30
10
10
19.5
21.8
8
31
20
40
38
20
25
20

51%-60%
20
10
15
00
30
00
10.5

17
15
30
11
5.5
13.5
12.5
14.9

41%-50%
00
00
00
00
00
00
00
00
Table No. 4.10 Students Academic Achievement of Government & Private schools

13
00
8.5
9.5
6.5
8.5
9.5

33%-40%
00
00
00
00
00
00
00
00

00
00
00
00
00
2.5
4.4
<33%

00
00
00
00
00
00
00
00
Table No. 4.10 shows the class wise academic achievement of the students from 1st class
to 8th class of government and private schools at elementary level.
In first class, 08.20 per cent students obtained 91 to 100 per cent marks, 15.50 per cent
students obtained 81 to 90 per cent marks, 21.00 per cent students obtained 71 to 80 per
cent marks, 18.70 per cent students obtained 61 to 70 per cent marks, 08.00 per cent
cent marks, 09.50 per cent students obtained 33 to 40 per cent marks and 04.40 per cent
students obtained less than 33.00 per cent marks in the government schools. On the other
hand in private schools, 09.70 per cent students obtained 91 to 100 per cent marks, 20.00
per cent students obtained 81 to 90 per cent marks, 48.05 per cent students obtained 71 to
80 per cent marks, and 21.80 per cent students obtained 61 to 70 per cent marks.
It may be concluded that only 49.70 per cent students of government schools obtained 70
to 100 per cent marks in 1st class while maximum (80.00 per cent) students of private
schools obtained 70 to 100 per cent marks in 1st class.
In second class, 09.00 per cent students obtained 91 to 100 per cent marks , 06.00 per
cent students obtained 81 to 90 per cent marks, 15.00 per cent students obtained 71 to 80
per cent marks, 30.00 per cent students obtained 61 to 70 per cent marks, 20.00 per cent
hand in private schools 10.00 per cent students obtained 91 to 100 per cent marks, 20.00
per cent students obtained 81 to 90 per cent marks, 30 per cent students obtained 71 to 80
students obtained 51 to 60 per cent marks in second class.
It may be concluded that majority of (60.00 per cent) students of government schools
obtained 70 to 100 per cent marks in 2nd class while majority (70.00 per cent) of students
of private schools obtained 70 to 100 per cent marks in 2nd class.
In third class, 04.00 per cent students obtained 91 to 100 per cent marks , 08.00 per cent
57
hand in private schools 20.00 per cent students obtained 91 to 100 per cent marks, 30.00
per cent students obtained 81 to 90 per cent marks, 40.00 per cent students obtained 71 to
80 per cent marks, and 10.00 per cent students obtained 61 to 70 per cent marks in third
class.
obtained 70 to 100 per cent marks in 3rd class while all the (cent per cent) students of
private schools obtained 70 to 100 per cent marks in 3rd class.
In fourth class, 02.00 per cent students obtained 91 to 100 per cent marks, 07.00 per cent
students obtained 51 to 60 per cent marks and 30.00 per cent students obtained 41 to 50
per cent marks the government schools. On the other hand in private schools 15.00 per
cent students obtained 91 to 100 per cent marks, 25.00 per cent students obtained 81 to
90 per cent marks, 30.00 per cent students obtained 71 to 80 per cent marks, 19.05 per
cent students obtained 61 to 70 per cent marks and 10.05 per cent students obtained 51 to
60 per cent marks in fourth class.
to 100 per cent marks in 4th class while maximum (89.50 per cent) students of private
schools obtained 70 to 100 per cent marks in 4th class.
In fifth class, 04.00 per cent students obtained 91 to 100 per cent marks, 01.00 per cent
cent marks and 09.50 per cent students obtained 33 to 40 per cent marks in the
government schools. On the other hand in private schools 09.00 per cent students
obtained 91 to 100 per cent marks, 27.00 per cent students obtained 81 to 90 per cent
marks, 26.00 per cent students obtained 71 to 80 per cent marks, 30.00 per cent students
obtained 61 to 70 per cent marks and 08.00 per cent students obtained 51 to 60 per cent
marks in fifth class.
obtained 70 to 100 per cent marks in 5th class while most of the (92.00 per cent) students
of private schools obtained 70 to 100 per cent marks in 5th class.
58
In sixth class, 03.00 per cent students obtained 91 to 100 per cent marks, 03.00 per cent
marks in sixth class.
to 100 per cent marks in 6th class while maximum (85.00 per cent) students of private
schools obtained 70 to 100 per cent marks in 6th class.
In seventh class, 02.00 per cent students obtained 91 to 100 per cent marks, 05.00 per
cent students obtained 81 to 90 per cent marks, 08.00 per cent students obtained 71 to 80
marks in seventh class.
obtained 70 to 100 per cent marks in 7th class while most of the (90.00 per cent) students
of private schools obtained 70 to 100 per cent marks in 7th class.
In eighth class, 01.00 per cent students obtained 91 to 100 per cent marks, 01.00 per cent
59
marks in eighth class.
to 100 per cent marks in eighth class while maximum (80.00 per cent) students of private
schools obtained 70 to 100 per cent marks in eighth class.
Overall, it may be concluded that academic achievement of the students from 1st class to
8th class were higher in private schools than the academic achievement of students in
government schools at elementary level.
4.1.5 Availability of Infrastructural and other Facilities in Government and Private

Schools
Data analysis and interpretation regarding availability of basic infrastructural facilities in

government and private schools are shown in following tables:
4.1.5.1 Availability of Infrastructural Facilities in Government and Private Schools
The data interpretations of infrastructural facilities are shown in the following table:
Table No. 4.11 Availability of Infrastructural Facilities in Government and Private

Schools
Item Availability of Type of School

No. Infrastructural Government Private
Facilities
Yes No Yes No
1 Own Building 30 (100%) - 30 (100%) -
2 Boundary wall 30 (100%) - 30 (100%) -
3 Head Teacher Office 30 (100%) - 30 (100%) -
4 Electricity Supply 30 (100%) - 30 (100%) -
5 Staff Room 3 (10%) 27 (90%) 30 (100%) -
6 Ramp facility 3 (10%) 27 (90%) 6 (20%) 24 (80%)
7 Play Ground 3 (10%) 27 (90%) 12 (40%) 18 (60%)
8 Library - 30 (100%) 24 (80%) 6 (20%)
9 Canteen - 30 (100%) 30 (100%) -
60
250%
200%
100% 100% 100% 100%

150%
100% 100%
80%
100% Private Schools
40%
Government Schools
50% 100% 100% 100% 100%
20%
0% 10% 10% 10% 0 0
Figure No. 4.9 Availability of Infrastructural Facilities in Government and Private

Schools
Table No. 4.11 and figure No.4.9 show the availability of basic infrastructural facilities
in the government and private schools at elementary level.
The table show that 100 per cent government and private schools had own school
building, boundary wall, electricity supply and head teacher office. .
It may be concluded that all (cent per cent) the government and private schools at
elementary level had own school building, boundary wall, electricity supply and head
teacher office. But, it was observed by the investigator that some government schools‟
boundary wall was not in good condition while most of the private schools boundary
wall was in good condition.
Item No. 5 shows that 10.00 per cent government schools had staff room facility and
90.00 per cent government schools had no staff room facility. On the other hand 100 per
cent private schools had staff room facility.
It may be concluded that most (90.00 per cent) of the government schools had no staff
room facility while all the (cent per cent) private schools had staff room facility. It was
observed that that in most of the government schools teachers sit in the head teacher
office. Further, it was also observed that female staff room was not available in
government schools at elementary level. Although, few government schools at
elementary level had staff room facility.
61
Item No. 6 shows that 10.00 per cent government schools had ramp facility and 90.00
per cent government schools had no ramp facility. On the other hand 20.00 per cent
private schools had ramp facility and 80.00 per cent private schools had no ramp facility.
It may be concluded that most (90.00 per cent) of the government schools and maximum
(80.00 per cent) private schools also had no ramp facility. However, few government and
private schools had ramp facility.
It was deeply observed that government schools at elementary level those have ramp
facility either attached with senior secondary/high schools or schools had election booth
in the premises.
Item No. 7 shows that 10.00 per cent government schools had playground facility and
90.00 per cent government schools had no playground facility. On the other hand 40.00
per cent private schools had playground facility and 60.00 per cent private schools had
no playground facility.
It may be concluded that most (90.00 per cent) of the government schools and majority
(60.00 per cent) of private schools had no playground facility. Although, it may be
concluded that few government schools and some private schools had playground
facility. However, it was observed by the investigator during the study that government
schools those have playground facility attached with senior secondary/high schools.
Otherwise no playground facility was available in all the government schools at
elementary level.
Item No. 8 shows that 100.00 per cent government schools had no library facility. On the
other hand 80.00 per cent private schools had library facility and 20.00 per cent private
schools had no library facility. It may be concluded that all the (cent per cent)
government schools had no library facility while maximum (80.00 per cent) private
schools had library facility. Item No. 9 indicates that 100 per cent government schools
had no canteen facility. On the other hand 100 per cent private school had canteen
facility.
It may be concluded that all (cent per cent) the government schools had no canteen
facility while all (cent per cent) the private schools had canteen facility. Over all it may
be concluded that private schools had better facilities like head teacher office, staff room,
library, canteen and electricity supply as compare to government schools at elementary
level.
62
4.1.5.2 Availability of Labs Facilities in Government and Private Schools
The data regarding availability of lab facilities in selected government and private
schools are given in the following table:-
Table No. 4.12 Availability of Labs Facilities in Government and Private Schools
Item. No. Availability of Labs facilities Type of School
Government Private
Yes No Yes No
1 Science lab - 30 (100%) 21 (70%) 9 (30%)
2 Computer Lab - 30 (100%) 30 (100%) -
3 Music Room - 30 (100%) 21 (70%) 9 (30%)
4 Activity Room - 30 (100%) 30 (100%) -
120.00%
100% 100%
100.00%
80.00%
70.00% 70%
60.00% Government Schools

Private Schools
40.00%
20.00%
0.00% 0 0 0
0.00%
Science Lab Computer Lab Music Room Activity Room
Figure No. 4.10 Availability of Labs Facilities in Government and Private Schools
Table No. 4.12 and figure No. 4.10 show the availability of lab facilities in government
and private schools.
The table shows that 100 per cent government schools had no science lab, computer lab,
music room and activity room on the other hand 70.00 per cent private schools had
63
science lab facility, 100 per cent private schools had computer lab, 70.00 per cent
private schools had music room and 100 per cent private schools had activity room.
It may be concluded that all the government schools had no science lab, computer lab,
music room and activity room while 70.00 per cent private schools had science lab
facility, 100 per cent computer lab, 70.00 per cent private schools had music room and
activity room.
The investigator deeply observed during the study that those government schools at
elementary level attached with Senior Secondary Schools have computer lab, science lab,
music room and activity room facility but students of elementary level did not allow for
using that facility. But in private schools all the students at elementary level were
allowed for using the computer facility.
Further, it was also observed that private schools taught extra subjects like computer,
music, drawing and G.K while government schools did not do the same.
Moreover it was also observed that in government and private schools, drawing and EVS
are the compulsory subjects from 6th class to 8th class.
On comparing between government and private schools at elementary level it may be

concluded that private schools had more lab facilities than the government schools.
4.1.5.3 Availability of Drinking Water Facilities in Government and Private Schools
The data regarding availability of drinking water facilities in selected government and
private schools are given in the following table:
Table No. 4.13 Availability of Drinking Water in Government and Private Schools
Item No. Availability of Water Type of School
Government Private
1 Drinking water facility 30 (100%) 30 (100%)
2 Water availability on the day of visit 30 (100%) 30 (100%)
3 Water Sources
Water Tank 27 (90%) 30 (100%)
Hand Pump 3 (10%) -
64
120%
100% 100% 100% 100% 100%
100% 90%
80%
60%
Government Schools
40% Private schools
20% 10%
0%
0%
Drinking water Water available Water Tank Hand Pump
facility in school on the
day of visit
Figure No. 4.11 Availability of Drinking Water in the Government and Private
Schools
Table No. 4.13 and figure No.4.11 show the availability of drinking water and water
sources available in the government and private schools at elementary level.
Item No. 1 shows that 100 per cent government schools had drinking water facility and
100 per cent private schools had drinking water facility.
It may be concluded that all (cent per cent) the government and private schools had
drinking water facility.
Item No. 2 shows that drinking water was available in 100 per cent government and
private schools on the day of investigator‟s visit.
It may be concluded that in all (cent per cent) the government and private schools,
drinking water was available on the day of investigator‟s visit.
Item No. 3 shows the sources of drinking water available in government and private
schools. The table shows that 90.00 per cent government schools had water tank and
10.00 per cent government schools had hand pump facility. On the other hand 100 per
cent private schools had water tank facility.
It may be concluded that most (90.00 per cent) of the government schools and all the
(cent per cent) private schools had water tank facility. But, it was observed that water
tanks were not clean in most of the government schools. Although, Director of
Elementary Education, Haryana circulate the letter for cleaning the water tank and in this
letter clear instructions are given to the head of the institution that after summer vacation
before opening the school all the head teacher ensure that water tank must be clean.
65
Despite of this, most of the head teachers do not get the water tank cleaned. It was also
observed that all the private schools had water cooler facility with water purifier but in
government schools no school had water cooler and water purifier facility.
4.1.5.4 Availability of Toilets Facility in Government and Private Schools
The related to availability of toilets facilities in government and private schools are
interrelated in the following table:
Table No. 4.14 Availability of Toilets Facility in Government and Private Schools
Item Availability of Toilet Facilities Type of School
No. Government Private
Yes No Yes No
1 For Male staff 30 (100%) - 30 (100%) -
2 For Female staff 30 (100%) - 30 (100%) -
3 For Girls 30 (100%) - 30 (100%) -
4 For Boys 30 (100%) - 30 (100%) -
5 Water available in toilets on the day of 12 (40%) 18 (60%) 30 (100%) -
visit
120%
100% 100% 100% 100% 100% 100% 100% 100%
100% 100% Government
Schools
80%
Private Schools
60%
40%
40%
20%
0%
For Male For Female For Girls For Boys Water
staff staff available in
toilets on the
day of visit
Figure No. 4.12 Availability of Toilet Facility in Government and Private Schools
Table No. 4.14 and figure No. 4.12 show the availability of toilet facilities for staff and
students in government and private schools at elementary level.
66
The table shows that 100 per cent government and private schools had toilets facility for
male and female staff and toilets facility for boys and girls.
It may be concluded that all the government and private schools had toilets facility for
male and female staff and also for boys and girls.
But, it was observed that maximum toilets of government schools were not in good
condition while maximum toilets of private schools were in good condition. Moreover, it
was also observed that in majority of government schools boys‟ toilets had no door
facility.
Item No. 5 shows that in 40.00 per cent government schools water was available in
toilets on the day of visit and in 60.00 per cent government schools water was not
available in the toilets on the day of visit. On the other hand in 100 per cent private
schools water was available in the toilets on the day of visit. It may be concluded that in
majority (60.00 per cent) of government schools water was not available in the toilets on
the day of visit while in all (cent per cent) the private schools water was available in the
toilets on the day of visit.
It was observed by the investigator during the study that toilets of private schools had
more cleanly than the toilets of government schools.
4.1.5.5 Availability of Infrastructure Related to Classrooms in Government and

Private Schools
The related to availability of infrastructure related to classrooms in government and

private schools are interrelated in the following table:
Table No. 4.15 Availability of Infrastructure Related to Classrooms in Government

and Private Schools
Item. Availability of Type of School
No. Infrastructural Facilities Government Private
Yes No Yes No
1 Adequate Classroom 21 (70%) 9 (30%) 30 (100%) -
2 Adequate Benches 18 (60%) 12 (40%) 30 (100%) -
3 Smart classrooms - 30 (100%) 18 (60%) 12 (40%)
4 Adequate ceiling fans 21 (70%) 9 (30%) 30 (100%) -
5 Condition of ceiling Fans 12 (57.14%) 9 (42.86%) 30 (100%) -
6 Light facility 30 (100%) - 30 (100%) -
67
120%
100% 100% 100% 100% 100%
100% 100%
80% 70% 70%

60% 60% 57.14%
60%
40%
Government Schools
20% Private Schools
0%
0%
Figure No. 4.13 Availability of Infrastructure Related to Classrooms in

Table No. 4.15 and figure No. 4.13 reveal the availability of infrastructure related to the
classrooms in government and private schools at elementary level.
Item No. 1 shows that 70.00 per cent government schools had adequate classrooms for
the students and 30.00 per cent government schools had no adequate classrooms for the
students. On the other hand 100 per cent private schools had adequate classrooms for the
students.
It may be concluded that all the (cent per cent) private schools had adequate classrooms
while majority (70.00 per cent) of government schools had adequate classrooms for the
students.
But, it was observed by the investigator that due to lack of classrooms facility some
students of government schools were seated in corridors and some on the ground, some
under trees and other arrangement made by the head of the schools. On comparing
between government and private schools at elementary level it may be concluded that
private schools had adequate classrooms facility for the students than the government
schools.
Item No. 2 shows that 60.00 per cent government schools had adequate benches for the
students and 40.00 per cent government schools had no adequate benches facility for the
68
students. On the other hand 100 per cent private schools had adequate benches for the
students.
It may be concluded that all (cent per cent) the private schools at elementary level had
adequate benches for the students while 60.00 per cent government schools at elementary
level had adequate benches. It was also observed that more than two students were sitting
on one bench in government schools at elementary level due to lack of benches. Further,
it was also observed that some students were sitting on Tatpatti and on flours without
Tatpatti in some government schools.
Item No. 3 shows that 100 per cent government schools had no smart classrooms facility.
On the other hand 60.00 per cent private schools had smart classrooms facility and 40.00
per cent private schools had no smart classrooms facility.
It may be concluded that majority (60.00 per cent) of private schools had smart
classrooms facility while all the (cent per cent) government schools had no smart
classrooms facility.
Item No. 4 shows that 70.00 per cent government schools had adequate ceiling fans
facility in the all classrooms and 30.00 per cent government schools had no adequate
ceiling fans facility in the classrooms. On the other hand 100 per cent private schools had
adequate ceiling fans facility in all the classrooms.
It may be concluded that majority (70.00 per cent) of government schools had adequate
ceiling fans in the classrooms while all (cent per cent) the private schools had adequate
ceiling fans in the classrooms. It was deeply observed by the researcher during the study
that some private schools had A.C and cooler in the classrooms for the students.
Item No.5 shows that 57.14 per cent ceiling fans were in working condition and 42.86
per cent ceiling fans were not in working condition in the government schools. On the
other hand 100 per cent ceiling fans were in working condition in the private schools.
It may be concluded that all (cent per cent) the ceiling fans in private schools were in
working condition while in government schools majority (57.14 per cent) of ceiling fans
in the classrooms were in working condition. Although, it was found that some ceiling
fans were not in working condition still in government schools.
Item No. 6 shows that 100 per cent government schools had light facility in all the
classrooms. 100 per cent private schools had light facility in all the classrooms.
69
It may be concluded that all (cent per cent) the government and private schools had light
facility in all the classrooms.
But, the investigator deeply observed during the study that most of the classrooms of the
government schools had neither tube light nor blubs however light fitting were available
in the classrooms. Further, it was also observed that most of the private schools had
electricity backup facility like inverter, generator etc. but government schools had not.
4.1.5.6 Availability of Firefighting Equipment’s and First Aid Facility in

The related to availability of firefighting equipment‟s and first aid facility in government
and private schools are interrelated in the following table
Table No. 4.16 Availability of Firefighting Equipment’s and First Aid Facility in
Item. Availability of First aid and Type of School
No. firefighting Equipment’s Government Private
Yes No Yes No
1 Firefighting Equipment‟s 6 (20%) 24 (80%) 12 (40%) 18 (60%)
2 Condition of firefighting 2 (33.33%) 4 (66.67%) 3 (30%) 9 (70%)
equipment‟s
3 First aid facility 12 (40%) 18 (60%) 27 (90%) 3 (10%)
100%
90%
90%
80%
70%
60%
50%
40% 40% Governmemt Schools
40% 33.33% 30%
30% Private Schools
20%
20%
10%
0%
Firefighting Condition of First aid facility
Equipments firefighting
equipments
Figure No. 4.14 Availability of Firefighting Equipments and First Aid Facility in
70
Table No. 4.16 figure No. 4.14 show the availability of firefighting equipments and first
aid facilities in the government and private schools.
Item No. 1 shows that 20.00 per cent government schools had firefighting equipments
and 80.00 per cent government schools had no firefighting equipments while 40.00 per
cent private schools had firefighting equipments and 60.00 per cent private schools had
no firefighting equipments.
It may be concluded that maximum (80.00 per cent) government schools majority (60.00
per cent) of private schools had no firefighting equipments.
Item No. 2 shows that 33.33 per cent firefighting equipments were in working condition
in government schools but 66.67 per cent firefighting equipments in government schools
were not in working condition. On the other hand 30.00 per cent firefighting equipments
were in working condition in private schools and 70.00 per cent firefighting equipments
were not in working condition.
It may be concluded that majority (66.67 per cent) of the firefighting equipments were
not in working condition in government schools while majority (70.00 per cent) of
firefighting equipments were not in working condition in private schools because the
expiry date of maximum firefighting equipments had over in both the government and
private schools. Although, firefighting equipments were in working condition in a few
government and private schools.
Item No. 3 shows that 40.00 per cent government schools had first-aid facility and 60.00
per cent government schools had no first-aid facility. On the other hand 90.00 per cent
private schools had first-aid facility and 10.00 per cent private schools had no first-aid
facility.
It may be concluded that majority (60.00 per cent) of government schools did not have
the first-aid facility while most (90.00 per cent) of the private schools had first-aid
facility.
4.1.6 Availability of Teaching Learning Material (TLM) in Government and

Private Schools
With the use of teaching learning material during teaching in the classroom, a teacher
can make their teaching and learning process interesting. Availability of teaching
learning material in government and private schools at elementary level are shown in the
following tables:
71
Table No. 4.17 Availability of Teaching Learning Material (TLM) in Government
and Private Schools
Item No. Availability of Type of School

Teaching Learning Government Private
Material
Yes No Yes No
1 Chalk Board 30 (100%) - 30 (100%) -
2 Chalk 30 (100%) - 30 (100%) -
3 Duster 30 (100%) - 30 (100%) -
4 Map 30 (100%) - 30 (100%) -
5 Flash Card 3 (10%) 27 (90%) 24 (80%) 6 (20%)
6 Chart 3 (10%) 27 (90%) 21 (70%) 9 (30%)
7 Globe 21 (70%) 9 (30%) 27 (90%) 3 (10%)
8 Abacus 12 (40%) 18 (60%) 30 (100%) -
19 Mathematics Kit 30 (100%) - 6 (20%) 24 (80%)
10 Science Kit 12 (40%) 18 (60%) 9 (30%) 21 (70%)
11 English Kit 30 (100%) - 3 (10%) 27 (90%)
12 Television 30 (100%) - 30 (100%) -
Government
Private
120%
100% 100% 100% 100% 100% 100% 100%

100% 100%
100% 100% 100% 100% 90% 100%
80%
80%
70% 70%
60%
40% 40%
40%
30%
20%
20%
10% 10% 10%
0%
Figure No. 4.15 Availability of Teaching Learning (TLM) Material in Government

and Private Schools
72
Table No. 4.17 and figure No. 4.15 show the availability of teaching and learning
material in government and private schools at elementary level.
The table shows that 100 per cent government and private schools had chalk board,
chalk, duster and map in all the classrooms.
It may be concluded that all (cent per cent) the government and private schools had chalk
board, chalk, duster and map in all the classrooms.
It was observed that private schools had green and white board in most of the classrooms
while government schools had cemented black board in all the classrooms. It was also
observed during the study that private schools had better quality of black board than the
government schools. Although, it was deeply observed by the investigator during the
study that in government schools, teachers used low quality chalk which always harmful
for the health of the teachers while in private schools teachers used good quality dustless
chalks. Further, the investigator deeply observed that in government schools maximum
teachers used hands made duster prepared by students. Moreover, it was also observed
during the study that most of the teachers of both the government and private schools did
not use the maps during teaching.
Item No. 5 shows that 10.00 per cent government schools had flash cards and 90.00 per
cent government schools did not have flash cards while 80.00 per cent private schools
had flash cards and 20.00 per cent private schools had no flash cards.
It may be concluded that most (90.00 per cent) of the government schools did not have
flash cards while maximum (80.00 per cent) private schools had flash cards. Although, it
may be concluded that some government schools had flash cards.
Although, it was observed that most of the teachers of government and private schools
did not use the flash cards during teaching.
Item No. 6 shows that 10.00 per cent government schools had different charts for
teaching and learning and 90.00 per cent government schools did not have charts for
teaching and learning. On the other hand 70.00 per cent private schools had different
charts for teaching and learning and 30.00 per cent private schools had no charts for
teaching and learning.
73
It may be concluded that majority (70.00 per cent) of private schools had different charts
for teaching and learning while most (90.00 per cent) of the government schools did not
have charts. However, a few government schools had charts facility.
Although, it was deeply observed by the investigator during the study a few teachers of
government and majority of private schools used the charts during teaching.
Item No. 7 shows that 70.00 per cent government schools had globe and 30.00 per cent
government schools did not have globe. On the other hand 90.00 per cent private schools
had globe and 10.00 per cent private schools did not have globe.
It may be concluded that majority (70.00 per cent) of government schools and most
(90.00 per cent) of the private schools had globe.
It was deeply observed that maximum teachers of government and private schools did
not use the globe during the teaching in the classroom.
Item No. 8 shows that 40.00 per cent government schools had abacus facility and 60.00
per cent government schools did not have abacus facility. On the other hand 100 per cent
private schools had abacus facility.
It may be concluded that majority (60.00 per cent) of government schools had no abacus
while all (cent per cent) the private schools had abacus facility. However, some
government schools had abacus facility.
But, it was observed that majority of teachers from both the government and private
schools did not use abacus in the classroom for teaching the students.
Item No. 9 shows that 100 per cent government schools had mathematics kit. On the
other hand 20.00 per cent private schools had mathematics kit and 80.00 per cent private
schools did not have mathematics kit.
It may be concluded that all the (cent per cent) government schools had mathematics kit
while maximum (80.00 per cent) private schools had no mathematic kit. It was also
observed that most of the government and private schools teachers never used
mathematics kit. Moreover, it was also observed that even some government schools
teacher did not open the mathematics kit.
Item No. 10 shows that 40.00 per cent government schools had science kit and 60.00 per
cent government schools did not have science kit. On the other had 30.00 per cent private
74
schools had science kit and 70.00 per cent private schools did not have science kit. It
may be concluded that majority (60.00 per cent) of government schools and majority
(70.00 per cent) of private schools had no science kit. However, it may be concluded that
40.00 per cent government schools had science kit and 30.00 per cent private schools had
science kit.
It was observed by the researcher during the study that most of the teachers of both the
government and private schools never used science kit during teaching.
Item No. 11 shows that 100 per cent government schools had English kit. On the other
hand 10.00 per cent private schools had English kit and 90.00 per cent private schools
had no English kit.
It may be concluded that all (cent per cent) the government schools had English kit while
most (90.00 per cent) of the private schools did not have English kit. However, few
private schools had English kit. It was also observed that most of the government and
private school teachers never used English kit.
Item No. 12 shows that 100 per cent government school and private schools had
television facility.
It may be concluded that all (cent per cent) the government and private schools had
television facility. It was observed by the investigator during the study that private
schools used the television for developing listening skill of the students and they play
different poems and educational movies for the students.
Although, it was also observed during the study that most of the Edu-Sets were not in
working condition in government schools. Overall, it was observed that private schools
had more teaching learning materials as compare to government schools at elementary
level.
4.1.7 Co-curricular Activities Organized by Government and Private Schools
Students of elementary schools are at the age of growing stage. At this stage their
physical, academic, mental, social, moral, emotional spiritual as well as all aspect of life
are going to develop. The development of all these aspects of life of the students is
possible only through co-curricular activities in the school. Co-curricular activities
organized in government and private schools at elementary level are interpreted through
the following tables:-
75
Table No. 4.18 Co-curricular Activities Organized by Government and Private
Schools
Item. No Co-curricular Activities Type of School
Government Private
Yes No Yes No
1 Daily Morning Assembly 30 (100%) - 30 (100%) -
2 Morning assembly Activities:
Prayer 30 (100%) - 30 (100%) -
Thought of the day 12 (40%) 18 (60% ) 30 (100%) -
News Reading 6 (20%) 24 (80 %) 30 (100%) -
120%
100% 100% 100% 100% 100% 100%

100%
80%
60% Government Schools

40% Private Schools
40%
20%
20%
0%
Daily Morning Prayer Thought of the News Reading
Assembly day
Figure No. 4.16 Co-curricular Activities Organized by Government and Private

Schools
Table No. 4.18 and figure No. 4.16 shows the co-curricular activities organized in the
morning assembly by the government and private schools.
The table shows that 100 per cent government and private schools organized morning
assembly and prayer in the morning assembly daily.
It may be concluded that all the (cent per cent) government and private schools
organized morning assembly and prayer daily in the morning assembly.
The table also shows that in 40.00 per cent government schools were written the thought
of the day on the black board by the students and 60.00 per cent government schools did
76
not do the same. On the other hand 100 per cent private schools were written the thought
of the day on the black board by the students.
It may be concluded that majority of (60.00 per cent) government schools were written
the thought of the day on the black board by the students while were written the thought
of the day on the black board by the students.
In 20.00 per cent government schools, the students read the today‟s news in the morning
assembly and in 80.00 per cent government schools; students did not read the today‟s
news in the morning assembly. On the other hand in 100 per cent private schools, the
students read the today‟s news in the morning assembly.
It may be concluded that maximum (80 per cent) government schools, students did not
read the today‟s news in the morning assembly while100 per cent private schools; the
students read the today‟s news in the morning assembly.
The investigator deeply observed that private schools conducted more activities in the
morning assembly than the government schools. It was also observed during the study
that national anthem also sang in all the government and private schools daily in the
morning assembly.
Table No. 4.19 Organization of Co-curricular Activities Related to Sports and

Festivals in Government and Private Schools
Item Organization Government School Private School

No. of Co- Always Sometimes Never Always Sometimes Never
curricular
Activities
1 Organize 3 (10%) 3 (10%) 24 (80%) 18 (60%) 9 (30%) 3 (10%)
sports
activities
2 Celebration 3 (10%) 3 (10%) 24 (80%) 24 (80%) 6 (20%) -
of religious
festival
3 Annual sports - 6 (20%) 24 (80%) 18 (60%) 3 (10%) 9 (30%)
meet
4 Celebration 3 (10%) - 27 (90%) 24 (80%) 3 (10%) 3 (10%)
of annual
function
77
Table No. 4.19 reveals the co-curricular activities organized by the government and
Item No. 1 shows that 10.00 per cent government schools always organized sports
activities, 10.00 per cent government schools sometimes organized sports activities and
80.00 per cent government schools never organized sports activities. On the other hand
60.00 per cent private schools always organized sports activities, 30.00 per cent private
schools sometimes organized sports activities and 10.00 per cent private schools never
organized sports activities.
It may be concluded that maximum (80.00 per cent) government schools never organized
sports activities and majority (60.00 per cent) of private schools always organized sports
activities. On comparing between government and private schools it may be concluded
that private schools organized more sports activities than the government schools.
Item No. 2 shows that 10.00 per cent government schools always celebrated all the
religious festival, 10.00 per cent sometimes celebrated all the religious festival and 80.00
per cent government schools never celebrated all the religious festival. On the other hand
80.00 per cent private schools always celebrated all the religious festival and 20.00 per
cent private school sometimes celebrated all the religious festival.
It may be concluded that maximum (80.00 per cent) government schools never
celebrated all the religious festival while maximum (80.00 per cent) private schools
always celebrated all the religious festival. However, it may be concluded that few
government schools always celebrated all the religious festival. On comparing between
government and private schools it may be concluded that private schools celebrated more
festivals than the government schools.
Item No. 3 shows that 20.00 per cent government schools sometimes organized annual
sports meet and 80.00 per cent government schools never organized annual sports meet.
On the other hand 60.00 per cent private schools always organized annual sports meet,
10.00 per cent private schools sometimes organized annual sports meet and 30.00 per
cent private schools never organized annual sports meet.
annual sports meet while majority (60.00 per cent) of private schools always organized
annual sports meet.
78
Item No. 4 shows that 10.00 per cent government schools always celebrated annual
function and 90.00 per cent government schools never celebrated annual function. On the
other hand 80.00 per cent private schools always celebrated annual function, 10.00 per
cent private schools sometimes celebrated annual function and 10.00 per cent private
schools never celebrated annual function.
It may be concluded that most (90.00 per cent) of the government schools never
celebrated annual function while maximum (80.00 per cent) private schools always
celebrated annual function.
Table No. 4.20 Different Competitions Organized by Government and Private

Schools
Item Different Type of School
No. Competition Government Private
Organize by Always Sometimes Never Always Sometimes Never
the schools
1 Quiz 6 (20%) 3 (10%) 21 (70%) 24 (80%) 3 (10%) 3 (10%)
Competition
2 Drawing 3 (10%) 6 (20%) 21 (70%) 27 (90%) 3 (10%) -
Competition
3 Speech 3 (10%) 6 (20%) 21 (70%) 30 (100%) - -
Competition
4 Chart Making 3 (10%) 3 (10%) 24 (80%) 24 (80%) 3 (10%) 3 (10%)
Competition
5 Poem Reciting 3 (10%) 3 (10%) 24 (80%) 30 (100%) 3 (10%) -
Competition
6 Slogan writing 3 (10%) 6 (20)% 21 (70%) 9 (30%) 18 (60%) 3 (10%)
Competition
7 Collage - - 30 (100%) 18 (60%) 6 (20%) 6 (20%)
Making
Competition
8 Model Making - - 30 (100%) 21 (70%) 6 (20%) 3 (10%)
Competition
9 Rangoli - - 30 (100%) 30 (100%) - -
Making
Competition
10 Diya/Thali - - 30 (100%) 30 (100%) - -
Decoration
11 Singing - - 30 (100%) 18 (60%) 6 (20%) 6 (20%)
Competition
12 Dance - - 30 (100%) 12 (40%) 3 (10%) 15
Competition (50%)
13 Fancy Dress - - 30 (100%) 30 (100%) - -
Competition
14 Poster Making - - 30 (100%) 24 (80%) 6 (20%) -
Competition
15 Writing - - 30 (100%) 24 (80%) - 6 (20%)
Competition
79
Table No. 4.20 shows the different competitions organized by the government and
Item No. 1 shows that 20.00 per cent government schools always organized quiz
competition, 10.00 per cent government schools sometimes organized quiz competition
and 70.00 per cent government schools never organized quiz competition. On the other
hand 80.00 per cent private schools always organized quiz competition, 10.00 per cent
sometimes organized quiz competition and 10.00 per cent never organized quiz
competition.
It may be concluded that majority (70.00 per cent) of government schools never
organized quiz competition while maximum (80.00 per cent) private schools always
organized quiz competition. It may be also concluded that some government schools
always organized quiz competition.
Item No. 2 shows that 10.00 per cent government schools always organized drawing
competition, 20.00 per cent government schools sometimes organized drawing
competition and 70.00 per cent government schools never organized drawing
competition. On the other hand 90.00 per cent private schools always organized drawing
competition and 10.00 per cent private schools sometimes organized drawing
competition.
organized drawing competition while most of (90.00 per cent) the private schools always
organized drawing competition. Although, it was observed during the study that few
government schools that they always organized drawing competition.
Item No. 3 shows that 10.00 per cent government schools always organized speech
competition, 20.00 per cent government schools sometimes organized speech
competition and 70.00 per cent government schools never organized speech competition
while 100 per cent private schools always organized speech competition.
It may be concluded that majority of (70.00 per cent) government schools never
organized speech competition while all the (cent per cent) private schools always
organized speech competition. Although, it may be concluded that few government
schools always organized speech competition.
Item No. 4 shows that 10.00 per cent government schools always organized chart making
competition, 10.00 per cent government schools sometimes organized chart making
80
competition and 80.00 per cent government schools never organized chart making
competition. On the other hand 80.00 per cent private schools always organized chart
making competition, 10.00 per cent private schools sometimes organized chart making
competition and 10.00 per cent private schools never organized chart making
competition.
chart making competition while maximum (80.00 per cent) private schools always
organized chart making competition. Further, it may be concluded that few government
schools always organized chart making competition.
Item No. 5 shows that 10.00 per cent government schools always organized poem
recitation competition, 10.00 per cent government schools sometimes organized poem
recitation competition and 80.00 per cent government schools never organized poem
recitation competition. On the other hand 100 per cent private schools organized poem
recitation competition.
poem recitation competition while all the (cent per cent) private schools always
organized poem recitation competition. However few government schools always
organized poem recitation competition.
Item No. 6 shows that 10.00 per cent government schools always organized slogan
writing competition, 20.00 per cent government schools sometimes organized slogan
writing competition and 70.00 per cent government schools never organized slogan
writing competition. On the other hand 30.00 per cent private schools always organized
slogan writing competition, 60.00 per cent private schools sometimes organized slogan
writing competition and 10.00 per cent private schools never organized slogan writing
competition.
organized slogan writing competition while majority (60.00 per cent) of private schools
sometimes organized slogan writing competition. It may be also concluded that few
government schools and only 30.00 per cent private schools always organized slogan
writing competition.
The table shows that 100 per cent government schools never organized collage making
competition, model making competition, Rangoli making competition, Diya/Thali
81
decoration competition, singing competition, dance competition, fancy dress
competition, poster making competition and writing competition on the other hand 60.00
per cent private schools always organized collage making competition, 20.00 per cent
schools sometimes organized collage making competition and 20.00 per cent schools
never organized college making competition, 70.00 per cent private schools always
organized model making competition, 20.00 per cent sometimes organized model
making competition and 10.00 per cent schools never organized model making
competition, 100 per cent private schools always organized Rangoli making and
Diya/Thali decoration competition, 60.00 per cent private schools always organized
singing competition, 20.00 per cent schools sometimes organized singing competition
and 20.00 per cent schools never organized singing competition, 40.00 per cent private
schools always organized dance competition, 10.00 per cent schools sometimes
organized dance competition and 50.00 per cent schools never organized dance
competition, 100 per cent private schools always organized fancy dress competition,
80.00 per cent private schools always organized poster making competition and 20.00
per cent schools never organized poster making competition and 80.00 per cent private
schools always organized writing competition and 20.00 private schools never organized
writing competition.
It may be concluded that private schools always organized more competition for the
students than the government schools.
Table No. 4.21 Other Miscellaneous Activities Organize by Government and

Private Schools
Item Miscellaneous Government School Private School

No. Activities
Always Sometimes Never Always Sometimes Never
1 Joyful 21 (70%) 9 (30%) - - - 30 (100%)

Saturday
2 Bal Shabha 6 (20%) 6 (20%) 18 (60%) 24 (80%) 6 (20%) -
3 Balika Manch 18 (60%) 12 (40%) - - - 30 (100%)
Table No. 4.21 shows the other miscellaneous activities organized by the government
and private schools at elementary level.
82
Item No. 1 shows that 70.00 per cent government schools always celebrated joyful
Saturday and 30.00 per cent government schools sometimes celebrated joyful Saturday.
On the other hand 100 per cent private schools never celebrated joyful Saturday.
It may be concluded that majority (70.00 per cent) of government schools always
celebrated joyful Saturday while all the (cent per cent) private schools never celebrated
joyful Saturday. Although, it was observed that most of the private schools organized
other activities for the students in the schools and enjoyed the Saturday.
Item No. 2 shows that 20.00 per cent government schools always organized Bal Sabha,
20.00 per cent government schools sometimes organized Bal Sabha and 60.00 per cent
government schools never organized Bal Sabha. On the other hand 80.00 per cent private
schools always organized Bal Sabha and 20.00 per cent private schools sometimes
organized Bal Sabha.
organized Bal Sabha while maximum (80.00 per cent) private schools always organized
Bal Sabha. However, some government schools always organized Bal Sabha.
Item No. 3 shows that 60.00 per cent government schools always organized activity
through Balika Manch for girls and 40.00 per cent government schools sometimes
organized activities through Balika Manch for girls on the other hand 100 per cent
private schools did not organized activities through Balika Manch for girls.
organized activity through Balika Manch for girls while private school did not do the
same.
It was observed during the study that Balika Manch started in government schools for the
girls and through this platform they could discuss their problems with the female
teachers. Further, it was also observed that private schools had no Balika Manch but girls
share their problems through grievances and redressal cell.
4.1.8 Parents Teacher Meeting (PTM) Organized by Government and Private

Schools
Parents teacher meeting is organized by the school in which parents can know about the
progress and weakness of their children and discussed with the teachers. It also provided
the stage to the parents to share their views about all the problems related to teaching and
learning. The data was collected from the government and private schools at elementary
level regarding parents teacher meeting are shown in the following table:-
83
Table No. 4.22 Parents Teacher Meeting (PTM) Organized by Government and
Private Schools
Item PTM Government School Private School
No. Always Sometimes Never Always Sometimes Never
1 Organizing 12 18 (60%) - 30 (100%) - -
PTM (40%)
2 Parents 6 (20%) 6 (20%) 18 (60%) 30 (100%) - -
Participation
3 Discussion 6 (20%) 6 (20%) 18 (60%) 27 (90%) 3 (10%) -
regarding
child
progress in
PTM
4 Co-operation 3 (10%) 9 (30%) 18 (60%) 27 (90%) - 3 (10%)
of Parents in
PTM
5 SMC/PTA 6 (20%) 6 (20%) 18 (60%) 30 (100%) - -
Members
Participation
in PTM
Table No. 4.22 shows the Parents Teacher Meeting organized by government and private
schools at elementary level.
Item No.1 shows that 40.00 per cent government schools always organized PTM and
60.00 per cent government schools sometimes organized PTM. On the other hand 100
per cent private schools always organized PTM.
It may be concluded that majority (60.00 per cent) of government schools sometimes
organized PTM while all (cent per cent) the private schools always organized PTM.
Further, it may be concluded that only 40.00 per cent government schools always
organized PTM. Although, it was observed that some government schools organized
PTM only for fulfill the documentary record and they took the signature of the parents
either from home or whenever the parents visit the school.
Item No. 2 shows that 20.00 per cent parents of government schools students always
participated in PTM, 20.00 per cent parents of government schools students sometimes
participated in PTM and 60.00 per cent parents of government schools students never
participated in the PTM. On the other hand 100 per cent parents of private schools
students always participated in the PTM.
84
It may be concluded that majority (60.00 per cent) of parents of government schools
students never participated in PTM while all (cent per cent) the parents of private schools
students always participated in PTM. However, few parents of government schools
students always participated in PTM.
Item No. 3 shows that 20.00 per cent parents of government schools students always
discussed with the teachers regarding the progress and weakness of their children, 20.00
per cent parents of government schools students sometimes discussed with the teachers
regarding the progress and weakness of their children and 60.00 per cent parents of
government schools students never discussed with the teachers regarding the progress
and weakness of their children in the government schools. On the other hand 90.00 per
cent parents of private schools students always discussed with the teachers regarding the
progress and weakness of their children and 10.00 per cent parents of private schools
students sometimes discussed with the teachers regarding the progress of their children.
It may be concluded that majority (60.00 per cent) of parents of government schools
students never discussed with the teachers regarding the progress and weakness of their
children while most (90.00 per cent) of the parents of private schools students always
discussed with the teachers regarding the progress and weakness of their child.
Further, it may be concluded that some few parents of government schools students
always discussed with the teachers regarding the progress and weakness of their children.
Item No. 4 show that 10.00 per cent parents of government schools‟ students always co-
operated the teachers, 30.00 per cent parents of government schools‟ students sometimes
co-operated the teachers and 60.00 per cent parents of government schools‟ students
never co-operated the teachers. On the other hand in private schools 90.00 per cent head
parents always co-operated the teachers and 10.00 per cent parents never co-operated the
teachers.
It may be concluded that majority (60.00 per cent) of parents in government schools
never co-operated the teachers while most (90.00 per cent) of the parents in private
schools always co-operated the teachers. However, some parents of government schools
students always co-operated the teachers. It was observed that all (cent per cent) the
government schools had School Management Committee (SMC) while all the private
schools had Parents Teacher Association (PTA).
85
Item No. 5 shows that in government schools 20.00 per cent members of SMC always
participated in parents teacher meeting, 20.00 per cent members of SMC sometimes
participated in PTM and 60.00 per cent members of SMC never participated in PTM. On
the other hand in private schools 100 per cent members of Parent Teacher Association
(PTA) always participated in PTM.
It may be concluded that in government schools, majority of (60.00 per cent) members
of SMC never participated in PTM. Further, it may be concluded that in private schools
all (cent per cent) the members of PTA always participated in PTM.
4.1.9 Evaluation System Adopted by Government and Private Schools
Evaluation is one of the inseparable parts of any education system. The efficiency of the
evaluation system determines the quality of education to a large extent. To know the
information about the procedure of conduction of examination in government and private
schools at elementary level data have been collected regarding this and presented in the
following table:-
Table No. 4.23 Evaluation System Adopted by Government and Private Schools
Item Evaluation Government School Private School

No System Always Sometimes Never Always Sometimes Never
Adopted by
school
1 Completion 6 (20%) 6 (20%) 18 (60%) 21 (70%) 6 (20%) 3 (10%)
of every
lesson
2 Completion 6 (20%) 18 (60%) 6 (20%) 27 (90%) 3 (10%) -
of Every Unit
3 End of the 9 (30%) 3 (10%) 18 (60%) 30 (100%) - -
Week
4 End of Every 18 (60%) 12 (40%) - 30 (100%) - -
Month
5 On Specific 16 15 (46.66%) - 9 (30%) 3 (10%) 18 (60%)
Date (53.33%)
Table No. 4.23 reveals about the evaluation system adopted by the government and
private schools for assessment of the students.
86
Item No. 1 shows that 20.00 per cent government schools always evaluated the students
after completion of every lesson, 20.00 per cent government schools sometimes
evaluated the students after completion of every lesson and 60.00 per cent government
schools never evaluated the students at the completion of every lesson. On the other
hand in private schools at elementary level, 70.00 per cent private schools always
evaluated the students after completion of every lesson, 20.00 per cent private schools
sometimes evaluated the students at the completion of every lesson and 10.00 per cent
private schools never evaluated the students after completion of every lesson.
evaluated the students after completion of every lesson while majority (70.00 per cent) of
private schools always evaluated the students after completion of every lesson. However,
it was also found that some government schools always evaluated the students after
completion of every lesson.
after completion of every unit, 60.00 per cent government schools sometimes evaluated
the students after completion of every unit and 20.00 per cent government schools never
evaluated the students after completion of every unit. On the other hand most (90.00 per
cent) of the private schools always evaluated the students after completion of every unit
and 10.00 per cent private schools never evaluated the students after completion of every
unit.
It may be concluded that Majority of (60.00 per cent) government schools sometimes
evaluated the students after completion of every unit while most of the (90.00 per cent)
private schools always evaluated the students after completion of every unit.
at the end of every week, 10.00 per cent government schools sometimes evaluated the
students at the end of every week and 60.00 per cent government schools never evaluated
the students at the end of every week. On the other hand all (cent per cent) the private
schools always evaluated the students at the end of every week.
evaluated the students at the end of every week while all (cent per cent) the private
schools always evaluated the students at the end of every week. Although, it may be
concluded that few government schools always evaluated the students at the end of every
week.
87
at the end of every month and 40.00 per cent government schools sometimes evaluated
the students at the end of every month. On the other hand 100 per cent private schools
always evaluated the students at the end of every month.
evaluated the students at the end of every month while all (cent per cent) the private
schools always evaluated the students at the end of every month.
Item No. 5 shows that majority (53.33 per cent) of government schools always evaluated
the students on the specific date and 46.66 per cent government schools sometimes
evaluated the students on the specific date. On the other hand 30.00 cent per cent the
private schools always evaluated the students on the specific date, 10.00 per cent
sometimes and 60.00 per cent private schools never evaluated those students on the
specific date.
evaluated the students on the specific date while majority (60.00 per cent) of private
schools never evaluated the students on the specific date because they already evaluated
the students.
However it was observed during the study that government implemented continuous and
comprehensive evaluation (CCE) in all the schools but in reality government schools did
not follow the implemented continuous and comprehensive evaluation scheme. Further it
was also observed that private schools implemented and followed the CCE pattern for
evaluating the students. On comparing between government and private schools it may
be concluded that private schools applied formative evaluation more as compare to
government schools for assessment of the students.
SECTION-II
4.2 The Background of the Teachers and Teaching Strategies Adopted by Them
This section deals with educational and professional qualifications, teaching experience,
preparation of lesson plan, determining teaching objectives, introduction of the lesson,
use of developmental questions, use of different teaching aids, teaching methods,
involvement of the students, testing understanding of the students, evaluation of the
students, assign home work to the students and checking students homework daily.
88
4.2.1 Background of the Teachers of Government and Private Schools
The information related to qualifications and experience of the teachers from government
and private schools are given in the following tables:
Table No. 4.24 Educational and Professional Qualification of Government and

Private Schools Teachers
Educational and Type of Teacher

Professional Qualification Government (N=90) Private (N=90)
10+2 with JBT 58 (64.44%) 27 (30.00%)
Graduation with JBT 13 (14.44%) 22 (24.44%)
Graduation with B.ED 14 (15.56%) 23 (25.56%)
Post-Graduation with B.Ed 05 (05.56%) 18 (20.00%)
70.00% 64.44%
Teachers from Government Schools
60.00%
50.00% Teachers from Private Schools
40.00%
30.00%
30.00% 24.44% 25.56%
20.00%
20.00% 14.44% 15.56%
10.00% 5.56%
0.00%
10+2 with JBT Graduation with JBT Graduation with B.Ed Post-Graduation with
B.Ed
Figure No. 4.17 Educational and Professional Qualification of Government and

Private Schools Teachers
Table No. 4.24 and figure No. 4.17 reveal the educational and professional qualification
of government and private schools teachers. 64.44 per cent teachers from government
schools possessed 12th with JBT, 14.44 per cent teachers possessed graduation & JBT,
15.56 per cent teachers possessed graduation with B.Ed and 05.56 per cent possessed
degree of graduation with B.Ed. On the other hand 30.00 per cent teachers from private
schools possessed 12th with JBT, 24.44 per cent teachers possessed graduation with JBT,
25.56 per cent teachers possessed graduation with B.Ed and 20.00 per cent teachers
possessed post-graduation with B.Ed degree.
89
Table No. 4.25 Teaching Experience of Government and Private Schools Teachers
Type of Teacher Experience in Years
0-5 5-10 10-15 Above 15 Years
Government (N=90) 5 (05.56%) 54 (60%) 27 (30%) 4 (04.44%)
Private (N=90) 63 (70%) 18 (20%) 9 (10%) -
80% Government Schools Teachers

70%
70% Private Schools Teachers
60%
60%
50%
40%
30%
30%
20%
20%
10%
10% 5.56% 4.44%
0%
0-5 Years 05-10 Years 10-15 Years Above 15 Years
Figure No. 4.18 Teaching Experience of Government and Private Schools Teachers
Table No. 4.25 figure No. 4.18 reveal the teaching experience of government and private
school teachers. In government schools 05.56 per cent teachers had 0-5 years teaching
experience, 60.00 per cent teachers had 5-10 years teaching experience, 30.00 per cent
teachers had 10-15 years teaching experience and 04.44 per cent teachers had above 15
years teaching experience. On the other hand in private schools 70.00 per cent teachers
had 0-5 years teaching experience, 20.00 per cent teachers had 5-10 years teaching
experience, 10.00 per cent teachers had 10-15 years teaching experience.
It may be concluded that majority (60.00 per cent) of teachers in government schools had
5-10 years teaching experience while majority (70.00 per cent) of teachers in private
schools had 0-5 years teaching experience. On comparing between teachers experience
of government and private schools it was found that teachers of government schools had
more teaching experience than the teachers of private schools. It was observed that
shuffling of teachers is very common in private schools.
90
4.2.2 Teaching Strategies Used by the Teachers of Government and Private Schools
This part of this section deals with the three stages of teaching:
Pre-Active Stage: deals with preparing lesson plan and determining teaching objectives
Inter-Active Stage: deals with introduction of the lesson, use of developmental

questions, use of different teaching aids, teaching methods, involvement of the students,
testing students and understanding.
Post-Active Stage: deals with evaluation system adopted by the teacher, summarizing
the lesson, assign home work to the students and checking students homework daily.
4.2.2.1 Pre-Active Stage of Teaching
Preparation of lesson plan is a one of unavoidable task of an effective teaching. Whether

the teachers prepare lesson plan or not, data collected from the teachers of government
and private schools are shown in the following table:
Table No. 4.26 Preparing Lesson Plan by the Teachers of Government and Private
Schools
Type of Teacher Always Sometimes Never
Government (N=90) 7 (7.78%) 8 (8.88) 75 (83.34%)
Private (N=90) 9 (10%) 9 (10%) 72 (80%)
Table No. 4.26 shows that teachers of government and private schools prepared lesson
plan at elementary level. 07.78 per cent teachers of government schools responded that
they always prepared lesson plan, 08.88 per cent teachers responded that they sometimes
prepared lesson plan and 83.34 per cent teachers responded that they never prepared
lesson. On the other hand 10.00 per cent teachers of private schools responded that they
always prepared lesson plan, 10.00 per cent teachers responded that they sometimes
prepared lesson plan and 80.00 per cent teachers responded that they never prepared
lesson plan before teaching in the classroom.
It may be concluded that maximum (83.34 per cent) teachers of government schools and
maximum (80.00 per cent) teachers of private schools responded that they never
prepared lesson plan. However, few teachers of government and private schools
responded that they always prepared lesson plan. Further, it was observed that teachers
of government and private schools write teacher diary.
91
Table No. 4.27 Determining Teaching Objectives by the Teachers of Government
and Private Schools
Government (N=90) 27 (30%) 63 (70%) -
Private (N=90) 72 (80%) 18 (20%) -
Table No. 4.27 reveals that 30.00 per cent teachers of government schools responded that
they always determined the teaching objectives and 70.00 per cent teachers responded
that they sometimes determined the teaching objectives. On the other hand 80.00 per cent
teacher of private schools responded that they always determined the teaching objectives
and 20.00 per cent teachers responded that they sometimes determined the teaching
objectives.
It may be concluded that majority (70.00 per cent) of teachers of government schools
responded that they sometimes determined the teaching objectives while maximum
(80.00 per cent) teachers of private schools responded that always determined the
teaching objectives. However, it was found that only 30.00 per cent teachers of
government schools always determined teaching objectives.
4.2.2.2 Inter-Active Stage of Teaching
This part of this section deals with introductory part, teaching aids and teaching methods
used by teachers and involvement of the students.
4.2.2.2.1 Introductory Part
Table No. 4.28 Introduction of the Lesson by the Teachers of Government and
Private Schools
Government (N=90) 18 (20%) 63 (70%) 9 (10%)
Private (N=90) 36 (40%) 5 (60%) -
Table No. 4.28 indicates that 20.00 per cent teachers of government schools responded
that they always tested the previous knowledge of the students, 70.00 per cent teachers
responded that they sometimes tested the previous knowledge and 10.00 per cent
teachers responded that they never tested the previous knowledge of the students. On the
other hand 40.00 per cent teachers of private schools responded that they always tested
92
the previous knowledge of the students and 60.00 per cent teachers responded that they
sometimes tested the previous knowledge of the students.
responded that they sometimes tested the previous knowledge of the students while
majority (60.00 per cent) of teachers of private schools responded that they sometimes
tested pervious knowledge of the students. However, it was found that few teachers of
government schools and some teacher of private schools always tested pervious
knowledge of the students.
Table No. 4.29 Introduce the Lesson with Introductory Statement by the Teachers
of Government and Private Schools
Government (N=90) 18 (20%) 72 (80%) -
Private (N=90) 81 (90%) 9 (10%) -
Table No. 4.29 indicates that 20.00 per cent teachers of government schools responded
that they always introduced the lesson with introductory statement and 80.00 per cent
teachers responded that they sometimes introduced the lesson with introductory
statement. On the other hand 90.00 per cent teachers of private schools responded that
they always introduced the lesson with introductory statement and 10.00 per cent
teachers responded that they sometimes introduced the lesson with introductory
statement.
It may be concluded that most (90.00 per cent) of the teachers of private schools
responded that they always introduced the lesson with introductory statement while
maximum (80.00 per cent) teachers of government schools responded that they
sometimes introduced the lesson with introductory statement.
Table No. 4.30 Use of Developmental Questions by the Teachers of Government and
Private Schools to Develop the Lesson
Government (N=90) 9 (10%) 27 (30%) 54 (60%)
Private (N=90) 27 (30%) 63 (70%) -
93
Table No. 4.30 shows that 10.00 per cent teachers of government schools responded that
they always used the developmental questions to develop the lesson, 30.00 per cent
teachers sometimes used the developmental questions to develop the lesson and 60.00
per cent teachers never used the developmental questions to develop the lesson. On the
other hand 30.00 per cent teachers of private schools responded that they always used
developmental questions to develop the lesson and 70.00 per cent teachers sometimes
used the developmental questions to develop the lesson.
It may be concluded that majority (70.00 per cent) of teachers of private schools
sometimes used developmental questions to develop the lesson while majority (60.00 per
cent) of teachers of government schools never used developmental questions to develop
the lesson.
4.2.2.2.2 Teaching Aids Used by the Teachers of Government and Private Schools
The data related to teaching aids used by the teachers are shown in the following table:
Table No. 4.31 Different Teaching Aids Used by the Teacher of Government and
Private Schools
Item Type of Teacher

No. Teaching Aids Government (N=90) Private (N=90)
Yes No Yes No
1 Chalk Board 90 (100%) - 90 (100%) -
2 Chart 12 (13.33%) 78 (86.67%) 54 (60%) 36 (40%)
3 Map 9 (10%) 81 (90%) 54 (60%) 36 (40%)
4 Model 9 (10%) 81 (90%) 63 (70%) 27 (30%)
5 Flash Card 9 (10%) 81 (90%) 54 (60%) 36 (40%)
6 Abacus 15 (16.67%) 75 (83.33%) 72 (80%) 18 (20%)
7 Real Objects 17 (18.89%) 73 (81.11%) 72 (80%) 18 (20%)
8 Globe 18 (20%) 72 (80%) 54 (60%) 36 (40%)
9 Pictures 9 (10%) 81 (90%) 63 (70%) 27 (30%)
10 Projector - 90 (100%) 54 (60%) 36 (40%)
11 Multi Media - 90 (100%) 54 (60%) 36 (40%)
94
120%
100%
100% 100%
80% 80%
80%
70% 70% Teacher from
60% 60% 60% 60% 60% 60% Government
60% school
40%
18.89% Teacher from
20% Private School
13.33% 16.67% 20% 10%
10%
10% 10% 0 0
0%
Figure No. 4.19 Different Teaching Aids Used by the Teacher of Government and
Private Schools
Table No. 4.31 and figure No. 4.19 reveal the teaching aids used by the teachers during
teaching in the government and private schools.
Item No.1 shows that 100 per cent teachers of both the government and private schools
responded that they used chalk board.
It may be concluded that 100 per cent teachers of both the government and private
schools used chalk board.
Item No. 2 shows that 13.33.00 per cent teachers of government schools responded that
they used chart but 86.67 per cent teachers of government schools responded that they
did not use chart during teaching. On the other hand in private schools, 60.00 per cent
teachers of private schools responded that they used chart during teaching and 40.00 per
cent teachers of private schools responded that they did not use chart during teaching.
It may be concluded that most (86.67 per cent) of the teachers of government schools
responded that they did not use chart during teaching while majority (60.00 per cent) of
teachers of private schools responded that they used chart during teaching. However, few
teachers of government schools used chart during teaching.
Item No. 3 shows that 10.00 per cent teachers of government schools responded that they
used map and 90.00 per cent teachers of government schools responded that they did not
95
use map during teaching. On the other hand 60.00 per cent teachers of private schools
responded that they used map during teaching and 40.00 per cent teachers of private
schools responded that they did not use map during teaching.
It may be concluded that most (90.00 per cent) the teachers of government schools did
not use map during teaching in the classroom while majority (60.00 per cent) of teachers
from private schools used map during teaching. However, few teachers of government
schools used map during teaching.
used model during teaching and 90.00 per cent teachers of government schools
responded that they did not use model during teaching. On the other hands 70.00 per cent
teachers of private schools responded that they used model during teaching and 30.00 per
cent teachers of private schools responded that they did not use model during teaching.
It may be concluded that most (90.00 per cent) of the teachers from government schools
did not use model during teaching in the classroom while majority (70.00 per cent) of
teachers of private schools used model during teaching. However, few teachers of
government schools and only 30.00 per cent teachers used model during teaching.
used flash card and 90.00 per cent teachers of government schools responded that they
did not use flash card during teaching. On the other hand 60.00 per cent teachers of
private schools responded that they used flash card during teaching and 40.00 per cent
teachers of private schools responded that they did not use flash card during teaching.
It may be concluded that most (90.00 per cent) of the teachers of government schools did
not use flash card during teaching while majority of (60.00 per cent) teachers of private
schools used flash card during teaching. However, few teachers of government schools
used flash card during teaching.
used abacus during teaching and 83.33 per cent teachers of government schools
responded that they did not use abacus during teaching. On the other hand 80.00 per cent
teachers of private schools responded that they used abacus and 20.00 per cent teachers
of private schools responded that they did not use abacus during teaching.
96
It may be concluded that most (83.33 per cent) of the teachers of government schools did
not use abacus during teaching in the classroom while maximum (80.00 per cent)
teachers of private schools used abacus during teaching. However, few teachers of
government schools used abacus during teaching.
used real objects and 81.11 per cent teachers of government schools responded that they
did not use real objects during teaching. On the other hand 80.00 per cent teachers of
private schools responded that they used real objects and 20.00 per cent teachers of
private schools responded that they did not use real objects during teaching.
It may be concluded that maximum (81.11 per cent) teachers of government schools did
not use real objects during teaching while maximum (80.00 per cent) teachers of private
schools used real objects during teaching. However, few teachers of government schools
used real objects during teaching.
used globe during teaching and 80.00 per cent teachers of government schools responded
that they did not use globe during teaching. On the other hand 60.00 per cent teachers of
private schools responded that they used globe and 40.00 per cent teachers of private
schools responded that they did not use globe during teaching.
It may be concluded that most (80.00 per cent) all the teachers of government schools
did not use globe during teaching while majority (60.00 per cent) of teachers of private
schools used globe during teaching. However, few teachers of government schools used
globe during teaching.
Item No.9 shows that 10.00 per cent teachers of government schools responded that they
used pictures and 90.00 per cent teachers of government schools responded that they did
not use pictures during teaching. On the other hand 70.00 per cent teachers of private
schools responded that they used pictures and 30.00 per cent teachers of private schools
responded that they did not use pictures during teaching.
It may be concluded that most (90.00 per cent) all the teachers of government schools
did not use pictures during teaching while majority (70.00 per cent) of teachers of private
schools used pictures during teaching. However, few teachers of government schools
used pictures during teaching.
97
Item No. 10 shows that 100 per cent teachers of government schools responded that they
did not use projector during teaching. On the other hand 60.00 per cent teachers of
private schools responded that they used projector and 40.00 per cent teachers of private
schools responded that they did not use projector during teaching.
It may be concluded that majority (60.00 per cent) of teachers of private schools used
projector during teaching while no teacher of government schools used projector during
teaching.
Item No. 11 shows that 100 per cent teachers of government schools responded that they
did not use multimedia during teaching while 60.00 per cent teachers of private schools
responded that they used multimedia during teaching and 40.00 per cent teachers of
private schools responded that they did not use multimedia.
It may be concluded that majority (60.00 per cent) of teachers from private schools used
multimedia during teaching while all the teacher of government schools did not use
multimedia during teaching.
4.2.2.2.3 Teaching Methods Used by Teachers of Government and Private Schools
Teaching is an interactive process that involves teachers, students and the curriculum.
Owing to varied content of subject and individual differences in the learners, teaching
demands varieties of teaching methods for imparting knowledge and skill to children. To
know whether the teachers used different methods of teaching or not during teaching,
data had been collected and shown in the following table:
Table No. 4.32 Teaching Methods Used by Teachers of Government and Private
Schools
Sr. Type of Teacher

No. Teaching Methods Government (No=90) Private (No=90)
Yes No Yes No
Lecture-cum Demonstration
1 81 (90%) 9 (10%) 90 (100%) -
Method (LDM)
2 Play Way Method 27 (30%) 63 (70%) 72 (80%) 18 (20%)
3 Project Method 18 (20%) 72 (80%) 81 (90%) 9 (10%)
4 Story Telling Method 27 (30%) 63 (70%) 63 (70%) 27 (30%)
5 Group Discussion Method 18 (20%) 72 (80%) 63 (70%) 27 (30%)
6 Question Answer Method 36 (40%) 54 (60%) 72 (80%) 18 (20%)
98
100%
100% 90% 90%

80%
80% 70% 80%
70%
60%
40% 30%
20% 30% 40%
20%
20%
0%
LDM
Play Way
Project
Method Story Telling
Method Group
Method Question
Discussion
Method Answer
Teacher from Government schools
Method
Teacher from Private Schools
Figure No. 4.20 Teaching Methods Used by Teacher of Government and Private
Schools
Table No. 4.32 and figure No. 4.20 show the teaching methods used by teachers of
government and private schools.
used lecture cum demonstration method and 10.00 per cent teachers of government
schools responded that they did not use lecture cum demonstration method. On the other
hand 100 per cent teachers of private schools responded that they used lecture cum
demonstration method.
responded that they used lecture cum demonstration method while all (cent per cent)
teachers of private schools used lecture cum demonstration method.
used play way method and 70.00 per cent teachers of government schools responded that
they did not use play way method. On the other hand 80.00 per cent teachers of private
schools responded that they used play way method and 20.00 per cent teachers of private
schools responded that they did not use play way method.
It may be concluded that majority of (70.00 per cent) teachers of government schools
responded that they did not use play way method while maximum (80.00 per cent)
99
teachers of private schools used play way method. Although, it was found that some
teachers of government schools used play way method.
used project method and 80.00 per cent teachers of government schools responded that
they did not used project method. On the other hand 90.00 per cent teachers of private
schools responded that they used project method and 10.00 per cent teacher of private
schools responded that they did not use project method.
not use project method while most of (90.00 per cent) teachers of private schools used
project method. However, it was found that some teachers of government schools used
project method.
used story telling method and 70.00 per cent teachers of government schools responded
that they did not use story telling method. On the other hand 70.00 per cent teachers of
private schools responded that they used story telling method and 30.00 per cent teachers
of private schools responded that they did not use story telling method.
It may be concluded that majority of (70.00 per cent) teaches of government schools
responded that they did no use story telling method while majority of (70.00 per cent)
teachers of private schools responded that they used story telling method. However, it
was found that some teachers of government schools used story telling method.
Item No. 5 shows that 20.00 per cent teacher of government schools responded that they
used group discussion method and 80.00 per cent teachers of government schools
responded that they did not use group discussion method. On the other hand 70.00 per
cent teachers of private schools responded that they used group discussion method and
30.00 per cent teachers of private schools responded that they did not use group
discussion method.
not use group discussion method while majority of (70.00 per cent) teachers of private
schools used group discussion method. However, was found that some teachers of
government schools used group discussion method.
used question answer method and 60.00 per cent teachers of government schools
responded that they did not use question answer method. On the other hand 80.00 per
100
cent teachers of private schools responded that they used question answer method and
20.00 per cent teachers of private schools responded that they did not use question
answer method.
It may be concluded that majority of (60.00 per cent) teachers of government schools did
not use question answer method while maximum (80.00 per cent) teachers of private
schools used question answer method.
Table No. 4.33 Using Innovative Methods in the Classroom by the Teachers of
Government (N=90) 9 (10%) - 81 (90%)
Private (N=90) 63 (70%) 9 (10%) 18 (20%)
Table No. 4.33 shows that 10.00 per cent teachers of government schools responded that
they always used innovative methods of teaching in the classroom and 90.00 per cent
teachers never used innovative method of teaching in the classroom. On the other hand
70.00 per cent teachers of private schools responded that they always used innovative
methods of teaching in the classroom, 10.00 per cent teachers of private schools
responded that they sometimes used innovative methods and 20.00 per cent teachers of
private schools responded that they never used innovative teaching methods in the
classroom.
responded that they never used innovative teaching methods while majority (70.00 per
cent) of teachers of private schools responded that they always used innovative methods
of teaching in the classroom. It was observed that teachers of private schools used
innovative methods like inquiry based learning, Q.R Codes (Quick Response) Jigsaws
technique „Tried & true‟ and teaching through 3rd print.
4.2.2.2.4 Involvement of Students by the Teachers of Government and Private

Schools
Teaching and learning is a two way process in which teacher and students had equal role
if anyone is not actively involving learning cannot take place. To know whether the
teachers involved the students in teaching learning process or not, data had been
collected from the government and private schools teachers and the same is given in the
following table:
101
Table No. 4.34 Teachers of Government and Private Schools Involve the Students in
Teaching and Learning Process
Government 63 (70%) 27 (30%) -
Private 72 (80%) 18 (20%) -
The table No. 4.34 reveals that 70.00 per cent teachers of government schools responded
that they always involved the students in teaching learning process and 30.00 per cent
teachers of government schools responded that they sometimes involved the students in
teaching learning process. On the other hand 80.00 per cent teachers of private schools
responded that they always involved the students in teaching learning process and 20.00
per cent teachers of private schools responded that they sometimes involved the students
in teaching learning process.
responded that they always involved the students in teaching and learning process while
maximum (80.00 per cent) teachers of private schools responded that they always
involved the students in teaching and learning process.
Table No. 4.35 Testing Understanding of the Students by the Teachers of

Government (N=90) 63 (70%) 27 (30%) -
Private (N=90) 72 (80%) 18 (20%) -
The table No. 4.35 reveals that 70.00 per cent teachers of government schools responded
that they always tested the students‟ understanding, 30.00 per cent teachers sometimes
tested students‟ understanding while 80.00 per cent teachers of private schools responded
that they always tested students‟ understanding and 20.00 per cent teachers responded
that they sometimes tested students understanding.
It may be concluded that majority (70.00 per cent) of teachers from government schools
always tested students understanding while maximum (80.00%) teachers of private
schools always tested students‟ understanding.
102
4.2.2.3 Post-Active Stage of Teaching
Table No. 4.36 Evaluation System Adopted by the Teachers of Government and
Private Schools for Feedback
Type of Teacher
Item. Statements
Government (N=90) Private (N=90)
No.
Always Sometimes Never Always Sometimes Never
1. Oral Test 36 (40%) 54 (60%) - 63 (70%) 27 (30%) -
2. Written Test 36 (40%) 54 (60%) - 54 (60%) 36 (40%) -
Table No. 4.36 shows the evaluation system adopted by the teachers of government and
The table shows that 40.00 per cent teachers of government schools responded that they
always conducted oral and written test. 60.00 per cent teachers of government schools
responded that they sometimes conducted oral and written test. On the other hand 70.00
per cent teachers of private schools responded that they always conducted oral test, 30.00
per cent teachers sometimes conducted oral test. 60.00 per cent teachers conducted
written test and 40.00 per cent teachers of private schools sometimes conducted written
test. It may be concluded that majority of (60.00 per cent) teachers of government
schools responded that they sometimes conducted oral and written test while majority of
teachers of private schools always conducted oral and written test.
Table No. 4.37 Teacher of Government and Private Schools Summarizing the
Lesson at the end of Teaching
Government (N=90) 9 (10%) 63 (70%) 18 (20%)
Private (N=90) 54 (60%) 27 (30%) 9 (10%)
Table No. 4.37 show that 10.00 per cent teachers of government schools responded that
they always summarized the lesson at the end of teaching, 70.00 per cent teachers of
government schools responded that they summarized the lesson at the end of teaching
and 20.00 per cent teachers of government schools responded that they never
summarized the lesson at the end of teaching. On the other hand 60.00 per cent teachers
of private schools responded that they always summarized the lesson at the end of
103
teaching, 30.00 per cent teachers of private schools responded that they summarized the
lesson at the end of teaching and 10.00 per cent teachers of private schools responded
that they never summarized the lesson at the end of lesson.
responded that they sometimes summarized the lesson at the end of teaching while
majority (60.00 per cent) of teachers of private schools responded that they always
summarized the lesson at the end of teaching. However, it was found that a few teachers
of government schools always summarized the lesson at the end of teaching.
Table No. 4.38 Assign Homework to Students Daily by the Teachers of

Government (N=90) 81 (90%) 9 (10%) -
Private (N=90) 90 (100%) - -
they always assigned homework to the students daily and 10.00 per cent teachers of
government schools responded that they sometimes assigned homework to students
daily. On the other hand 100.00 per cent teachers of private schools responded that they
always assigned homework to the students daily.
responded that they always assigned homework to the students daily while all the (cent
per cent) teachers of private schools responded that they always assigned homework to
the students daily.
Table No. 4.39 Checking Students Homework by the Teachers of Government and
Private Schools
Government 18 (20%) 72 (80%) -
Private 63 (70%) 27 (30%) -
they always checked students‟ homework daily and 80.00 per cent teachers of
government schools responded that they sometimes checked students‟ homework daily.
On the other hand 70.00 per cent teachers of private schools responded that they always
104
checked students‟ homework daily and 30.00 per cent teachers of private schools
responded that they sometimes checked the students‟ homework daily.
It may be concluded that maximum (80.00 per cent) teachers of government schools
responded that they sometimes checked students‟ homework daily while most (70.00 per
cent) of the teachers of private schools responded that they always checked students
homework daily. However, some teacher of government schools always checked
students‟ homework daily. Further, it was also observed that some teachers of
government and private schools checked students‟ home work on alternate days or at end
of week.
SECTION-III
4.3 Background of Parents and Their Views about Government and Private Schools
at Elementary Level
This section deals with the background of the parents, parents‟ views regarding school
choice, infrastructure, teachers and co-curricular activities organized by the schools.
4.3.1 Background of the Parents whose Children Studying in Government and

Private Schools
The information related to educational qualifications, occupation and annual income of

the parents whose children were studying in government and private schools are shown
in the following tables:
Table No. 4.40 Educational Qualifications of Parents whose Children Studying in

Educational Qualifications of Parents
Respondent Elementary 10th 12th Graduate Post Graduate
Illiterate
(only) (only) (only) (only) (only)
Parents whose
children 105 165 24 6
- -
Studying in (35%) (55%) (08%) (02%)
Govt. Schools
Parents whose
Children
75 60 165 51 24
Studying in -
(25%) (20%) (55%) (17%) (08%)
Private
Schools
105
60% 55% 55%
50%
Parents whose
40% 35% Children Studying in
Government Schools
30% 25%
20%
20% 17% Parents whose
Children Studying in
8% 8%
10% Private Schools
0 2% 0 0
0%
Figure No. 4.21 Educational Qualifications of Parents whose Children Studying in

Table No. 4.40 and figure No. 4.21 show that only 35.00 per cent parents whose children
were studying in government schools were illiterate, only 55.00 per cent parents were
elementary passed; only 08.00 per cent parents were 10th passed and only 02.00 per cent
parents were 12th passed. On the other hand parents whose children were studying in
private schools, only 25.00 per cent parents were elementary passed, 20.00 per cent
parents were 10th passed and only 55.00 per cent parents were 12th passed, only 17.00
per cent parents were graduate and only 08.00 per cent parents were post graduate.
It may be concluded that majority of (55.00 per cent) parents whose children were
studying in government schools were elementary passed and 35.00 per cent parents were
illiterate while majority of (55.00 per cent) parents whose children were studying in
private schools were 12th passed. It was observed that majority of parents whose children
were studying in government schools were either elementary passed or illiterate while
maximum parents whose children were studying in private schools were more educated
than the government schools students‟ parents.
Table No. 4.41 Occupation of the Parents whose Children Studying in Government
and Private Schools
Respondents Laborer Own Business Service
Parents whose Children Studying in 240 (80%) 60 (20%) -
Government Schools (N=300)
Parents whose Children Studying in Private 30 (10%) 180 (60%) 90 (30%)
Schools (N=300)
106
80%
80% 60%

20% Government Schools
20%
Parents whose
Labor Private Schools
Own Business
Service
Figure No. 4.22 Occupation of the Parents whose Children Studying in Government
and Private Schools
Table 4.41 and figure No 4.22 show that 80.00 per cent parents whose children were
studying in government schools their occupation was labor and 20.00 per cent parents
occupation was own business. On the other hand 10.00 per cent parents whose children
were studying in private schools their occupation was labor, 60.00 per cent parents
occupation was own business and 30.00 per cent parents were in service.
It may be concluded that maximum (80.00 per cent) parents whose children were
studying in government schools their occupation was labor while majority (60.00 per
cent) of parents whose children were studying in private schools their occupation own
business. It was observed that parents whose children were studying in government
schools, who have their own business, they worked as street hawker, running tea stall
(Khoka), vegetables seller, running small shops on the footpath, rickshaw puller etc.
Table No. 4.42 Annual Income of Parents whose Children Studying in Government
and Private Schools
Respondents Income of Parents

Up to 01 01 to 2.5 2.5 to 5 Above 5
Lacs Lacs Lacs Lacs
Parents whose children studying in 240 (80%) 60 (20%) - -
Government Schools (N=300)
Parents whose Children studying in 6 (02%) 60 (20%) 24 (08%) 210 (70%)
Private Schools (N=300)
107
80%
80% 70%
60%
Parents whose Children
40% 20% Studying in
2% 20% 8% GovernmentSchools
20%
Parents whose Children
0% 0 Studying in Private
0 Schools 2
0-01 Lacs
01-2.5 Lacs
2.5 -5 Lacs
Above 5 Lacs
Figure No. 4.23 Annual Income of the Parents whose Children Studying in
Table 4.42 and figure No. 4.23 show that 80.00 per cent parents whose children were
studying in government schools, their annual income was up to 01 lacs, 20.00 per cent
parents‟ annual income was 01 to 02.5 lacs and there was no parents‟ whose income was
above 02.5 lacs. On the other hand 02.00 per cent parents whose children were studying
in private schools, their annual income was up to 01 lacs, 20.00 per cent parents‟ annual
income was 01 lacs to 02.5 lacs, 08.00 per cent parents annual income was 02.5 to 05
lacs and 70.00 per cent parents annual income was above 05 lacs.
studying in government schools, their annual income was up to 01 lacs while majority of
(70.00 per cent) parents whose children were studying in private schools, their annual
income was above 05 lacs. It was found that parents whose children were studying in
private schools had more annual income than the parents whose children were studying
in government schools.
Table No. 4.43 Basis of School Choice by the Parents whose Children Studying in
Item Basis of School Preference Respondent
No. Parents whose Children Parents whose
studying in Govt. Children studying in
Schools Private Schools
1 Medium of Instruction 75 (25%) 240 (80%)
2 Economic Base 300 (100%) 300 (100%)
3 Distance from Home 240 (80%) 195 (65%)
4 private school as status symbol 60 (20%) 270 (90%)
108
120%
100% 90% Children studying
80% 80% in Government
80% Schools
65%
60%
Parents whose
40% Children studying
25% in Private Schools
20%
20%
0%
Medium of Economic Basis Distance from Status symbol
Instruction Home
Figure No. 4.24 Basis of School Choice of the Parents whose Children Studying in
Table No. 4.43 and figure No 4.24 reveal the preference of parents for choosing school
for their children.
Item No. 1 shows that 25.00 per cent parents whose children were studying in
government schools responded that they chose school for their children on the basis of
medium of instruction. On the other hand 80.00 per cent parents whose children were
studying in private schools responded that they chose school for their children on the
basis of medium of instruction. It may be concluded that maximum (80.00 per cent)
parents whose children were studying in private schools, chose school on the basis of
medium of instruction while majority (75.00 per cent) of parents whose children were
studying in government schools did not choose school on the basis of medium of
instruction.
Item No.2 shows that 100 per cent parents whose children were studying in government
schools, responded that they chose school on the basis of economic condition while 100
per cent parents whose children were studying in private schools, responded that they
chose school on the basis of economic condition. It may be concluded that all the (cent
per cent) parents whose children were studying in government and private schools chose
school on the basis of economic condition.
government schools, responded that they chose school on the basis of school distance
from the home while 65.00 per cent parents whose children were studying in private
109
schools, responded that they chose school for their children on the basis of school
distance from the home.
It may be concluded that maximum (80.00%) parents whose children were studying in
government schools chose school on the basis of school distance from the home and
majority (65.00 per cent) parents whose children were studying in private schools chose
on the basis of school distance from the home.
Item No.4 shows that 20.00 per cent parents whose children studying in government
schools responded that private school become a status symbol in the society while 90.00
per cent parents whose children were studying in private schools responded that private
school become a status symbol in the society. It may be concluded that most (90.00 per
cent) of the parents whose children studying in private schools accepted that private
schools become a status symbol in the society while maximum (80.00 per cent) parents
whose children studying in government schools did not think that private schools
become a status symbol in the society.
4.3.2 Parents Views about Satisfaction with Infrastructure, Organization of Co-

curricular Activities and Teachers whose Children Studying in Government
and Private Schools
4.3.2.1 Parents’ Views about Satisfaction with Infrastructure facilities Available in

Table No. 4.44 Parents’ Views about Satisfaction with Infrastructure Facilities
Available in Government and Private Schools
Item Infrastructure Respondents
No. Facilities Parents whose Children Parents whose Children
studying in 'Government studying in Private Schools
Schools
To Great To Some Not At To Great To Some Not At
Extent Extent All Extent Extent All
1 School Building 75 225 - 240 60 -
(25%) (75%) (80%) (20%)
2 Classrooms 90 210 - 300 - -
(30%) (70%) (100%)
3 Play Ground 6 54 240 15 75 210
Facility (02%) (18%) (80 %) (5%) (25%) (70%)
4 Lab Facilities 6 15 279 195 105 30
(02%) (05%) (93%) (55%) (35%) (10%)
5 Drinking Water 60 240 - 249 51 -
Facilities (20%) (80%) (83%) (17%)
6 Toilet Facilities - 90 210 240 60 -
(30%) (70%) (80%) (20%)
110
Table No. 4.44 describes the parents satisfaction with infrastructure facilities provided by
Item No.1 shows that 25.00 per cent parents whose children were studying in
government schools responded that they satisfied to great extent with the government
schools building and 75.00 per cent parents responded that they satisfied to some extent
with the government schools building. On the other hand 80.00 per cent parents whose
children were studying in private schools responded that they satisfied to great extent
with the private schools building and 20.00 per cent parents responded that they satisfied
to some extent with the private schools building. It may be concluded that majority
(75.00 per cent) of parents whose children were studying in government schools satisfied
to some extent with the government schools building while maximum (80.00 per cent)
parents whose children were studying in private schools satisfied to great extent with the
private schools.
government schools responded that they satisfied to great extent with the government
schools classrooms and 70.00 per cent parents responded that they satisfied to some
extent with the government schools classrooms. On the other hand 100.00 per cent
parents whose children were studying in private schools responded that they satisfied to
great extent with the private schools classrooms.
It may be concluded that majority (70.00 per cent) of parents whose children were
studying in government schools satisfied to some extent with the government schools
classrooms while all the (100.00 per cent) parents whose children were studying in
private schools satisfied to great extent with the private schools classrooms.
government schools responded that they satisfied to great extent with the playground
facility available in government schools, 18.00 per cent parents responded that they
satisfied to some extent with the playground facility available in government schools and
80.00 per cent parents responded that they satisfied not at all with the playground facility
available in government schools. On the other hand 05.00 per cent parents whose
children were studying in private schools responded that they satisfied to great extent
with the playground facility available in private schools, 25.00 per cent parents
responded that they satisfied to some extent with the playground facility available in
111
private schools and 70.00 per cent parents responded that they satisfied not at all with the
playground facility available in private schools.
studying in government schools satisfied not at all with the playground facility available
in government schools while majority (70.00 per cent) of parents whose children were
studying in private schools satisfied not at all with the playground facility available in
private schools.
government schools responded that they satisfied to great extent with the lab facility
available in government schools, 05.00 per cent parents responded that they satisfied to
some extent with the lab facility available in government schools and 93.00 per cent
parents responded that they satisfied not at all with the lab facility available in
government schools. On the other hand 55.00 per cent parents whose children were
studying in private schools responded that they satisfied to great extent with the lab
facility available in private schools, 35.00 per cent parents responded that they satisfied
to some extent with the lab facility available in private schools and 10.00 per cent
parents responded that they satisfied not at all with the lab facility available in private
schools.
It may be concluded that most (93.00 per cent) of the parents whose children were
studying in government schools satisfied not at all with the lab facility available in
government schools while majority (55.00 per cent) parents whose children were
studying in private schools satisfied to great extent with the lab facility available in
private schools.
Item No.5 shows that 20.00 per cent parents whose children were studying in
government schools responded that they satisfied to great extent with drinking water
facility available in government schools, 80.00 per cent parents responded that they
satisfied to some extent with drinking water facility available in government schools. On
the other hand 83.00 per cent parents whose children were studying in private schools
responded that they satisfied to great extent with drinking water facility available in
private schools and 17.00 per cent parents responded that they satisfied to some extent
with drinking water facility available in private schools.
studying in private schools satisfied with the drinking water facility available in private
112
schools while maximum (80.00 per cent) parents whose children were studying in
government schools satisfied to some extent with drinking water facility available in
government schools.
government schools responded that they satisfied to some extent with toilet facility
available in government schools, 70.00 per cent parents responded that they satisfied not
at all with toilet facility available in government schools. On the other hand 80.00 per
cent parents whose children were studying in private schools responded that they
satisfied to great extent with toilet facility available in private schools and 20.00 per cent
parents responded that they satisfied to some extent with toilet facility available in
private schools.
studying in government schools satisfied not at all with toilet facility available in
government schools while maximum (80.00 per cent) parents whose children were
studying in private schools satisfied to great extent with toilet facility available in private
schools.
4.3.2.2 Parents’ Views Regarding Organization of Co-curricular Activities in

Table No. 4.45 Parents’ Views Regarding Organization of Co-curricular Activities

in Government and Private Schools
Item Activities Respondents

No. Parents whose Children Parents whose
studying in Government Children studying in
Schools Private Schools
Yes No Yes No
1 Cultural Activities 90 (30%) 210 (70%) 270 (90%) 30 (10%)
2 Sports Activities 60 (20%) 240 (80%) 195 (65%) 105 (35%)
3 Literary Activities 105 (35%) 195 (65%) 279 (93%) 21 (07%)
4 Celebration of 45 (15%) 255 (85%) 285 (95%) 15 (05%)
Religious Function
5 Celebration of National 210 (70%) 90(30%) 270 (90%) 30 (10%)
Festivals
6 Celebration of Annual 30 (10%) 270 (90%) 285 (95%) 15 (05%)
Function
113
Table No. 4.45 reveals parents views about organization of different co-curricular
activities in government and private schools at elementary level.
government schools responded that government schools organized cultural activities and
70.00 per cent parents whose children were studying in government schools responded
that government schools did not organize cultural activities. On the other hand 90.00 per
cent parents whose children were studying in private schools responded that private
schools organized cultural activities but 10.00 per cent parents whose children were
studying in private schools responded that private schools did not organize cultural
activities.
studying in private schools admitted that private schools organized cultural activities
while majority (70.00 per cent) of parents whose children were studying in government
schools admitted that government schools did not organize cultural activities. However,
it found that some parents whose children were studying in government schools admitted
that government schools organized cultural activities.
government schools admitted that government schools organized sports activities but
80.00 per cent parents whose children were studying in government schools admitted
that government schools did not organize sports activities. On the other hand 65.00 per
cent parents whose children were studying in private schools admitted that private
schools organized sports activities but 35.00 per cent parents whose children were
studying in private schools admitted that private schools did not organize sports
activities.
studying in private schools admitted that private schools organized sports activities while
maximum (80.00 per cent) parents whose children were studying in government schools
admitted that government schools did not organize sports activities. However, it was
found that few parents whose children were studying in government schools admitted
that government schools organized sports activities.
government schools admitted that government schools organized literary activities but
65.00 whose children were studying in government schools admitted that government
114
schools did not organize literary activities. On the other hand 93.00 per cent parents
whose children were studying in private schools admitted that private schools organized
literary activities but 07.00 per cent parents whose children were studying in private
schools admitted that private schools did not organized literary activities.
studying in private schools admitted that private schools organized literary activities
while majority of (65.00 per cent) whose children were studying in government schools
admitted that government schools did not organized literary activities. However, it was
found that some parents whose children were studying in government schools admitted
that government schools organized literary activities.
government schools admitted that government schools celebrated religious festivals but
that government schools did not celebrate religious festivals. On the other hand 95.00 per
schools celebrated religious festivals but 05.00 per cent parents whose children were
studying in private schools admitted that private schools did not celebrate religious
festivals.
studying in private schools admitted that private schools celebrated religious festivals
while maximum (85.00 per cent) per cent parents whose children were studying in
government schools admitted that government schools did not celebrate religious
festivals. Although, some parents whose children were studying in government schools
admitted that government schools celebrated religious festivals.
government schools admitted that government schools celebrated national festivals but
that government schools did not celebrate national festivals. On the other hand 90.00 per
schools celebrated national festivals but 10.00 per cent parents whose children were
studying in private schools admitted that private schools did not celebrate national
festivals.
115
studying in private schools admitted that private schools celebrated national festivals
while majority (70.00 per cent) of parents whose children were studying in government
schools admitted that government schools celebrated national festivals.
government schools admitted that government schools celebrated annual function but
that government schools did not celebrate annual function while 95.00 per cent parents
whose children were studying in private schools admitted that private schools celebrated
national festivals and 05.00 per cent did not celebrate national festivals.
studying in private schools admitted that private schools celebrated national festivals
while most of the (90.00 per cent) parents whose children were studying in government
schools admitted that government schools did not celebrate annual function. Although, it
may be concluded that few parents whose children were studying in government schools
admitted that government schools celebrated annual function.
4.3.2.3 Parents’ Views about the Teachers whose Children Studying in

Table No. 4.46 Parents’ Views about the Teachers whose Children Studying in
Item Parents’ Views about Respondents
No. Teachers of Government Parents whose Parents whose
and Private Schools Children studying in Children studying in
Government Schools Private Schools
Yes No Yes No
1 Teacher „taking care‟ of the 135 (45%) 165 (55%) 285 (95%) 15 (05%)
students
2 Dedicated and Hardworking 135 (45%) 165 (55%) 270 (90%) 30 (10%)
3 Individual Attention 135 (45%) 165 (55%) 285 (95%) 15 (05%)
4 Co-operative 240 (80%) 60 (20%) 285 (95%) 15 (05%)
5 Take Classes Regularly 120 (40%) 180 (60%) 294 (98%) 6 (02%)
6 Inform the Parents about 120 (40%) 180 (60%) 300 (100%)
Progress & Weakness of the
Child
116
120%
98% 100%
100% 95% 95% 95%
90%
80%
80%
60%
45% 45% 45%
40% 40%
40%
20%
0%
Teacher ‘taking Dedicated and individual Co-operative Take Classes Inform the
care’ of the Hardworking attention Regularly parents about
students Progress &
weakness of
Parents whose Children Studying in
the child
Government Schools Students
Parents whose Children Studying in Private
Schools
Figure No. 4.25 Parents’ Views about Teachers whose Children Studying in
Table No. 4.46 and figure No. 4.25 show the parents‟ views about teachers of
government schools responded that teachers took care of the students in government
schools and 55.00 per cent parents whose children were studying in government schools
responded that teacher did not take care of the students in government schools. On the
other hand 95.00 per cent parents whose children were studying in private schools
responded that teacher took care of the students in private schools and 05.00 per cent
parents whose children were studying in private schools responded that teacher did not
take care of the students in private schools.
studying in government schools accepted that teachers did not take care of the students in
government schools while all most (95.00 per cent) all the parents whose children were
studying in private schools accepted that teacher take care of the students in private
schools. Although, 45.00 per cent parent whose children were studying in government
schools accepted that teacher take care of the students in government schools.
government schools responded that teacher of government schools were dedicated and
117
hardworking toward their job and 55.00 parents whose children were studying in
government schools responded that teacher of government schools were not dedicated
and hardworking toward their job. On the other hand 90.00 per cent parents whose
children were studying in private schools responded that teacher of private schools were
dedicated and hardworking towards their job and 10.00 per cent parents whose children
were studying in private schools responded that teachers of private schools were not
dedicated and hardworking towards their job and
studying in private schools admitted that teacher of private schools were dedicated and
hardworking toward their job while majority (55.00 per cent) of parents whose children
were studying in government schools admitted that teacher of government schools were
not dedicated and hardworking toward their job. Although, it may be concluded that
45.00 parents whose children were studying in government schools admitted that teacher
of government schools were dedicated and hardworking toward their job.
government schools responded that teacher of government schools gave more individual
attention to the children and 55.00 per cent parents whose children were studying in
government schools responded that teacher of government schools did not give more
individual attention to the children. On the other hand 95.00 per cent parents whose
children were studying in private schools responded that teacher of private schools gave
more attention to the children and 05.00 per cent parents whose children were studying
in private schools responded that teacher of private schools not gave more attention to
the children.
studying in government schools admitted that teacher of government schools did not give
more individual attention to the children while most of the (95.00 per cent) parents
whose children were studying in private schools admitted that teachers of private schools
gave more attention to the children. Although, it may be concluded that 45.00 per cent
parents whose children were studying in government schools admitted that teachers of
government schools gave more individual attention to the children.
government schools responded that teacher of government schools were co-operative and
20.00 per cent patents whose children were studying in government schools responded
118
that teacher of government schools were not co-operative. On the other hand 95.00 per
cent parents whose children were studying in private schools responded that teacher of
private schools were co-operative and 05.00 per cent parents whose children were
studying in private schools responded that teachers of private schools were not co-
operative.
studying in government schools admitted that teacher of government schools were co-
operative while most (95.00 per cent) of the parents whose children were studying in
private schools admitted that teacher of private schools were co-operative.
government schools responded that teachers of government schools took the classes
regularly and 60.00 per cent parents whose children were studying in government
schools responded that teachers of government schools did not take the classes regularly.
On the other hand 98.00 per cent parents whose children were studying in private schools
responded that teachers of private schools took the classes regularly and 02.00 parents
whose children studying in private schools responded that teachers of private schools did
not take the classes regularly. It may be concluded that majority (60.00 per cent) of
parents whose children were studying in government schools accepted that teachers of
government schools took the classes regularly while (98.00 per cent) parents whose
children were studying in private schools accepted that teachers of private schools took
the classes regularly.
government schools responded that teacher of government schools informed the parents
about the progress and weakness of the children and 60.00 per cent parents whose
children were studying in government schools responded that teacher of government
schools did not inform the parents about the progress and weakness of the children. On
the other hand 100.00 per cent parents whose children were studying in private schools
responded that teacher of private schools informed the parents about the progress and
weakness of the children.
studying in government schools accepted that teacher of government schools did not
inform the parents about the progress and weakness of the children while all the (cent per
cent) parents whose children were studying in private schools accepted that teacher of
119
private schools informed the parents about the progress and weakness of the children.
Although, only 40.00 per cent parents whose children were studying in governments
schools accepted that teacher of government schools informed the parents about the
progress and weakness of the children.
Over all, it may be concluded that maximum parents whose children were studying in
private schools accepted that private schools organized more cultural activities, sports
activities, and literary activities, celebrated more religious and national festivals than the
government schools while maximum parents whose children were studying in
government schools accepted that government schools organized less cultural activities,
sports activities, and literary activities, celebrated more religious and national festivals
than the private schools.
120

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CHAPTER-IV

ANALYSIS AND INTERPRETATION OF THE DATA

4.1 The General Information of the Schools, Teachers, Students, Infrastructure

4.1.1 General Information Regarding Government and Private Schools

Type of School Co-Education

Government 24 (80%) 6 (20%)

Figure No. 4.1 Co-Education in Government and Private Schools at Elementary

Type of School Medium of Instruction

Hindi English Bilingual

Government 24 (80 %) - 6 (20 %)

Private 3 (10%) 11 (36.66%) 16 (53.34%)

Table No. 4.3 Availability of Teachers in Government and Private Schools

Type of School Male Teachers Female Teachers Total Teachers

Government 129 (60%) 86 (40%) 215

Private 80 (20%) 320 (80%) 400

Figure No. 4.3 Availability of Teachers in Government and Private Schools

Type of Schools Computer Teacher Sports Teacher Music Teacher

Figure No. 4.4 Availability of Computer, Sports and Music Teachers in

Type of School Total Students Total Teachers Working in Schools Ratio

Government 5488 215 25:1

Private 8829 400 22:1

4.1.3 Enrollment of the Students at Elementary Level in Government and Private

Class Government Schools Private Schools Total

1st 887 (44.14 %) 1122 (55.86 %) 2009

2nd 970 (41.28 %) 1380 (58.72 %) 2350

3rd 975 (46.58 %) 1118 (53.42 %) 2093

4th 975 (41.11 %) 1397 (58.89 %) 2372

5th 1019 (41.28 %) 1450 (58.72 %) 2469

6th 242 (26.24 %) 680 (73.76 %) 922

7th 218 (20.57 %) 842 (79.43 %) 1060

8th 202 (19.38 %) 840 (80.62 %) 1042

Total 5488 (38.33 %) 8829 (61.67 %) 14317

8th 19.38% 80.62%

7th 20.57% 79.43%

6th 26.24% 73.76%

5th 41.28% 58.72% Government Schools

3rd 46.58% 53.42%

2nd 41.28% 58.72%

1st 44.14% 55.86%

0% 20% 40% 60% 80% 100%

Class Government Schools Private Schools

Boys Girls Total Boys Girls Total

Grand 2466 3022 5488 5000 3829 8829

30.00% Government Schools

Category Government Schools Private Schools

General 1598 (13.22 %) 7239 (81.99 %)

SC 3164 (57.66 %) 794 (8.99 %)

BC 726 (29.12 %) 796 (9.02 %)

Item Steps taken by Schools Government Schools Private Schools

4.1.4 Academic Achievement of the Students in Government and Private Schools

Private Schools Students (%)

Govt. Schools Students (%)

Govt. Schools Students (%)

Private Schools Students (%)

Govt. Schools Students (%)

Private Schools Students (%)

Govt. Schools Students (%)

Private Schools Students (%)

Govt. Schools Students (%)