Students achievement differences

A Research Proposal On
A study on the Student’s Achievement Differences between Private
and Public Schools of Gorkha (Nepal)
Submitted To
Apex College, Pokhara University
Submitted By
Nabin Bhattarai
Roll No: 12450455
Registration No: 2011-2-45-0480

Table of Contents
Contents Page no.
ACKNOWLEDGEMENT...........................................................................................9
LIST OF TABLE ............................................................Error! Bookmark not defined.
LIST OF FIGURE……………………………………………………………..III
LIST OF ABBREVIATIONS…………………………………………………IV
Executive Summary ........................................................Error! Bookmark not defined.
CHAPTER I.....................................................................Error! Bookmark not defined.
INTRODUCTION...........................................................Error! Bookmark not defined.
1.1 Background Information.............................................. Error! Bookmark not defined.
1.2 Objective of the project work....................................... Error! Bookmark not defined.
1.3 Review of Related Studies............................................ Error! Bookmark not defined.
1.4 RESEARCH METHODS............................................................................................... 5
1.4.1 Research Design ............................................................................................... 5
1.4.2 Population........................................................................................................ 6
1.4.3 Sampling procedures and sample size................................................................ 6
1.4.4 Data collection procedures................................................................................ 6
1.4.5 Tools and techniques of the study......................................................................6
1.4.5.1 Closed questionnaire……………………………………………………………………………………….7
1.4.5.2 Observation checklist……………………………………………………………………………………...7
1.4.5.3 Matrix Preparation………………………………………………………………………………………….7
1.4.6 Analysis and interpretation of data……………………………………………………………………….7
CHAPTER II................................................................................................................8

DATA ANALYSIS AND MAJOR FINDINGS .........................................................8
2.1General Description..................................................................................................8
2.2 Data tabulation and interpretation........................................................................... 9
2.2.1 Students Profile………………………………………………………………………………………………..9
2.2.2 Students Attendance status……………………………………………………………………….....11
2.2.3 Past results………………………………………………………………………………………………………11
2.2.4 Variables affecting students' academic achievement…………………………………….12
2.2.4.1 Class Size………………………………………………………………………………………….13
2.2.4.2 Tuition Fees……………………………………………………………………………………..14
2.2.4.3 Family Guidance……………………………………………………………………………….15
2.2.4.4 Drugs and Alcohol Abuse………………………………………………………………….17
2.2.4.5 Quality of Teachers……………………………………………………………………………19
2.2.4.6 Role of Administration……………………………………………………………………….20
2.2.4.7 Extra-Curricular Activities……………………………………………………………….….21
2.3 Major Findings………………………………………………………………………………………………………………..22
CHAPTER III ....……………………………………………………………………24
SUMMARY AND CONCLUSION .……………………………………………….24
3.1 Summary………………………………………………………………………………………………………………………..24
3.2 Conclusion………………………………………………………………………………………………………………………24
Bibilography………………………………………………………………………Error!
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APPENDIX………………………………………………………………………..Error!
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ACKNOWLEDGEMENT
This summer project entitled “A study on Students Achievement Differences between Public
and Private Schools of Gorkha” has been prepared to research the current condition of
educational sector of Nepal and to point out the reasons for the achievement gap that exists between
public and private schools. It is submitted to meet the partial requirement on fieldwork being and
integral part of BBA-BI program designed by faculty of management, Pokhara University.
This report would not be successful without contribution of numerous individual’s knowledge and
support. I would also like to extend my sincere thanks to smart mentors for their support.
I would like to thank Apex staff and Library Management Faculty for providing me with the books,
magazines and articles on required subject.
Finally, I would like to thank all the students, who have had the courage to share their deepest and
darkest secrets with us and the key informants who have spared their time to provide information
to us.
Informed consent was taken and voluntary participation was ensured from all respondents.
Pseudonyms have been used to preserve the identity of the respondent.
I

LIST OF TABLE
Title Page no.
Table 2.1: Composition of Grades 10
Table 2.2: Students attendance status 11
Table 2.3: Students Result 12
II

LIST OF FIGURES
Title Page no.
Figure2.1: Composition of grades 10
Figure 2.2: Influence of class size on student’s achievement 13
Figure 2.3: Influence of Tuition Fees on Private School Students’ Achievement 14
Figure 2.4: Influence of Tuition Fees on Public School Students’ Achievement 15
Figure 2.5: Influence of family guidance on student’s achievement 16
Figure 2.6: Private school’s student response for influence of drugs and alcohol abuse 17
Figure 2.7: Public school’s student response for
influence of drugs and alcohol abuse 18
Figure 2.8: Quality of teachers in public and private schools 19
Figure 2.9: Role of administration on students’ achievement 20
Figure 2.11: Influence of extra-curricular activities on
private school students’ achievement 21
Figure 2.10: Influence of extra-curricular
activities on public school students’ achievement 22
III

LIST OF ABBREVIATIONS
CERID Research Centre for Educational Innovation and Development
DOE Department of Education
INGO International Non-Governmental Organizations
MOE Ministry Of Education
NPA National Plan of Actions
SAR Social Achievement Research
SLC School Leaving Certificate
SMC School Management Committee
IV

EXECUTIVE SUMMARY
The main research questions addressed in this study are: Is there any achievement differences
between the students of public and private schools? What are the factors responsible for creating
the gap? What can be done to shorten the existing gap?
In order to answer these questions, a combination and a triangulation process of several data
collection techniques such as semi-structured direct interviews with the respondents, key
informant interviews and focus group discussions were used.
100 students were interviewed from two different schools of Gorkha district. 50 students from
Shree Ratna Rajya higher secondary school of Birenchowk (Public School) and other 50 from
Shree Shakti Higher Secondary School of Patechour(private school). The surveyed students were
from different grades i.e. from grade, eight, nine and ten. Some of the information was also
gathered from the Department of Education and Ministry of education.
This study is mainly based on the primary data collected from various means and methods. This
study makes an attempt to highlight the difference in students’ achievement as compared in private
and public schools. And also it cracks the reasons behind the gap or deals about the factors that
are responsible for the emergence of the deviation.
V

CHAPTER 1
INTRODUCTION
1.1. Background Information
Apex College affiliated to Pokhara University board has given chance to the students of BBA-BI
to conduct research on various topics through the subject called “Summer Project”. The summer
project instructor has authorized the research report to the BBA-BI student with the aim to develop
students’ capability to conduct small research projects, write effective research report and
communicate the findings. So I choose the topic titled “A Study on Student’s Achievement
Differences between Public and Private Schools of Gorkha”.
Student achievement is not simply a matter of what happens in school. Although schools can and
do make a dramatic difference, research (Hallinan, 2006)has identified numerous factors which
affect student success. The variance in academic performance between students attending public
and private schools remain a topic worthy of investigation. If this variance actually exists, are there
present specific factors which can be used to measure performance variables and investigate the
perceived differences in student performance?
School achievement of students in Nepal is often claimed under satisfactory as large number of
students get failed annually in their SLC examination. According to Department of Education
(DOE, 2011) almost all the public schools are running smoothly but the result is not satisfactory.
It may be the reason that teacher responsibility and role of School Management Committee (SMC)
are questionable. Similarly, every year school teachers are provided different sort of training but
it is often questioned that, that training is not transferred to classroom teaching is equally
responsible for student’s poor achievement.
On the other hand, there is often said a huge gap between public and private schools in terms of
each results, student’s enrollment teaching strategy and methods, and instructional materials that

are put in process of classroom teaching. Private schools are actively utilizing their all efforts, for
example, they run monthly, quarterly, semi-annually and annually examination formally and
informally. These gives sound results as the students get regularly provided feedback but the case
is quite different in public schools. Public schools do not follow such system for sound results
because their system itself is passive, as most of the teachers are reportedly involved in politics.
Similarly their public system is not properly monitored to yield a good result (Center for
Educational Innovation and Research Development, 2006). In this connection, this study will
attempt to explore the students’ achievement status of private and public schools.
Since the educational system of Nepal is in a developing phenomenon, achievement of students,
specifically at school level, is always claimed to be a hot debate. That’s why the results obtained
from this research will help the board of both public and the private schools to govern the students’
achievement to maximum level. As this research investigates the factors liable for creating the gap
of student’s achievement between private and public school, this study helps the policy planners
and decision makers of MOE. If so, they can play significant role in improving the students’ result
with providing good information that are the contributing factors of the poor result to some extent.
The obtained information might be useful for the sample and other education department of Nepal.
1.2. Objective of the ProjectWork
The primary objective of this study is partial fulfillment of the degree of Bachelor of Business
Administration in Banking and Insurance (BBA-BI) of Pokhara University. Following are the
secondary objectives of this report:
 To assess the students achievement gap between the private and public schools of Gorkha
district
 To seek out the crucial factors that play roles in achievement gap of the students between
public and private schools

1.3. Review of RelatedStudies
What works in education has long been an overarching issue in School Achievement Research
(SAR). The early research beginning with the Coleman Report (Coleman, 1966) claimed that
teacher, school, and the fiscal resources had minimal, if any, effect on student achievement
(Cynthia, 1998). Subsequent studies however emphasized ‘school factors’ as predominant in
student’s learning achievement (S. Heyneman, 1983). Hanushek, 1998 did not emphasize school
characteristics as predominant in student achievement. Fuller (1994), on the other hand, argues
that within industrialized countries the effect of school quality is eclipsed by the child’s family
background, whereas in the developing countries school quality and student they can be a major
determinant of educational achievement. Because majority of families are below the poverty line
they are mostly illiterate. Hence, the familial support to children’s learning at home is minimal,
which forces students to rely on school factors – classroom, teacher, and textbooks – for learning
achievements. In developing countries because learning outside schools, at least the pedagogical
learning, is not fully developed therefore students have to rely on school and teachers and self.
Thus, school effectiveness is mostly represented in two underlying dimensions - school factor and
students self.
Researchers (Coleman, Hoffer, & Kilgore, 1982) have identified differences in academic
achievement between students attending public and private schools suggesting that private schools
are “associated with higher cognitive outcomes than public schools in reading, vocabulary, and
mathematics” (Boerema, 2009). Boerema notes that “students in their junior and senior years in
high schools learn slightly more in private schools than in public schools” (p.113).
Students attending public and private schools may not be identical, one might error in accepting a
generalization as noted by Bracey (Barcey, 2000) that “private schools succeed because they can
pick and choose students, they have more freedom to dismiss disruptive students, and their parents
are more involved in their children’s education” (p.165). However, according to Maureen T.
Hallinan (2006) research has shown that “religion plays an important role in adolescents’ lives,
positively impacting their academic performance, educational aspirations, worldview and
optimism about the future” (p.73). Further, Hallinan argues that adolescent religiosity has been

related to a reduced likelihood of engaging in risky behaviors such as smoking, drugs, and alcohol
abuse.
However, Oscar Barillas (2009), in his article Private Schools vs. Public Schools - Top 5 Reasons
Why Private Schools Are Better than Public Schools, suggests students in private schools perform
academically better than students in public schools. Among the five reasons Barillas (2009)
suggests is the premise that government budget cuts do not affect private schools. His research
suggests that “most public schools are making concessions to try and reduce their overall expenses,
cutting down useful programs and teachers. However, schools not funded by the government are
hardly making any reductions in their overall economic budget” (p.1). Moreover, he suggests that
students are motivated to perform higher in independent schools than in government funded
schools. “…because parents and guardians are paying for their student’s education, the students
are pressured to perform well and impress their parents” (p.1).
Moreover, public schools have been found to allow students to have a choice in the course when
compared to private schools as Ravitch (1996) states, “Across the curriculum, the same pattern
emerges: the public schools allow students to choose easy courses, while the Private schools have
the same high expectations for all their students” (p.81). Rense Corten and Jaap Dronkers (2006)
hypothesize that differences related to school climate or high values and expectations of teachers
and students might explain differences in scholastic achievement between private and public
schools (Dronkers, 2006). Similarly E. DeAngelis points that the achievement gap between private
and public schools has been widening for decades possibly because private schools have the
flexibility to create a specialized program for students (DeAngelis, 2008). As it is possible that
private schools may use art or science in all classes, or take children on extended outdoor trips that
blend lessons across the curriculum, private schools can create their own curriculum and
assessment systems (DeAngelis, 2008).
The above discussion shows that the major challenge facing Nepal’s education today is the
problem of poor quality of public education. It is also worth adding that although the nation has
made impressive progress in increasing access to education, the level of access varies greatly
across regions and population groups. According to the 2003 EFA National Plan of Action, for
example, 1.6 million school-age children never attend school (MoES, 2003). And 46% of students

drop out before grade five. Most of these children are from public schools and disadvantaged
population groups. Thus while education access at the aggregate level is no longer a major issue,
quality of public education access continues to be a serious Problem.
1.4. Research Methods
Research methodology refers to various systematic steps to study the identified and defined
research problem or subject by a researcher stating certain related objectives. This section deals
with the methodology used in the study to collect primary and secondary data and analyze and
measure the student’s achievement in the Gorkha district in Nepal. First, research design was set
making overall plan of the study using appropriate sample size. Second, data was collected from
Gorkha with concerned respondents and analyzed the data using compatible statistical software.
The research methodology term contains research design, source of data, sample and population
of survey, data collection procedure, tools and techniques, data presentation and analysis
procedures.
1.4.1. Research Design
The study employed the survey design for carrying out the study to meet the stated objectives. The
study mostly utilized quantitative and partially qualitative approach as a major method of data
collection and data analysis which employs statistical tools, mean, median, mode, correlation,
significance test and closed questionnaire.
1.4.2. Population
All the students of that particular grade whose results were analyzed are the population of the
study. For the purpose of the study certain representative sample population was selected.

1.4.3. Sampling procedures and sample Size
Because schools were scattered in remote areas and hard to visit at the same time for data collection
so, the sampling procedure of this study was be non-probability sampling. To select the sample
population those students who are currently studying in the grade were selected by utilizing
random sampling procedures. And their previous grades result was traced out for the statistical
analysis. A total of 100 students and 50 teachers from both Public and Private school were taken
for the survey in order.
1.4.4. Data collection procedures
At the very first, the researcher visited the site with the stamped letter provided by the college as
form of request letter. The researcher first sampled the schools as discussed in limitations of the
study i.e. two private and public schools in order to carryout survey. Then the researcher developed
the rapport building with the schools head teachers and teachers, and explained the objectives of
the study just for academic purpose. This rapport building opened an avenue for getting consent
to administer questionnaire over the teachers and essential data that is result seat of the students
from the school documents. Accordingly, both private and public schools were visited to collect
the data.
1.4.5. Tools and techniques of the study
The following tools and techniques of the study were carried out to collect the essential data from
the field.
1.4.5.1. Closed questionnaire
The closed questionnaire was prepared to collect the from the school teachers regarding what
affects students results and what major factors are responsible for affecting the achievement of
private and public schools.

1.4.5.2. Observation Checklist
To find out the school’s effectiveness it’s surficial physical facility room, desk, benches,
decoration and other facility (library, computer lab) the researcher recorded them with the help of
observation checklist, which is prepared focusing on public and private schools.
1.4.5.3. Matrix preparation
To record the student’s achievement of the grades as per the student’s name, the researcher
prepared a matrix in such a way that it is more facilitative while computing data for different
statistical means.
1.4.6. Analysis and interpretation of data
As the research is mainly quantitative it employed quantitative data analysis procedures such as,
statistical methods charts and tables. Similarly the closed questionnaire as responded by teachers
is converted into numerical data, so that, it is changed into percentage and other statistical means.
On the other hand, qualitative data received from open questionnaire as the researcher prepared
semi-structured questionnaire. The response given by the teachers were constructed in to
meaningful words and their quoted “narration” was prioritized to analyze the data which gave the
meaning about the factors that affect achievement of the students in both public and private
schools.

CHAPTER 2
DATA ANALYSIS AND MAJOR FINDINGS
2.1. GeneralDescription
School and classroom
Both of the sampled schools were found to have permanent (Pakka) buildings. In most of the cases,
classrooms were built either by the earthquake project, BPEP/PEDP, municipality, or by the
I/NGOs. Now many schools in Nepal have at least permanent structure the next attempt should be
to equip these schools with necessary educational resources. This is indeed a remarkable
achievement that the government has made in the past couple of years. However, physical
condition in almost all public schools in Nepal is such that they all consist of bare bones lacking
its vital lifeblood – educational resources.
Classes in which primary grade students are taught were found mostly of sub-standard in its quality
compared to other classes in the same school. Classrooms for primary grades in almost all schools
were found barely equipped with any educational materials or displays of any kind. Even in the
Kathmandu city, public schools were found consisting of bare walls and poor lights.
School Teachers
Though the school teacher they were qualified were mostly untrained. It is found that teachers
have received different forms of teacher training of which many forms are not considered as a
complete training.
Student characteristics
Student’s data includes those enrolled in grade 1, 3, and 5. From all 20 sampled schools three
year’s: 1999-2001, student data have been collected. The student data consists of student’s
ethnicity, age, gender, and achievement score in Math, Social Studies, and Nepali, and enrolment

and attendance status. There are altogether 8099 students data studied for this analysis. Some of
the students, however, appear repeatedly in the analysis of overall student characteristics.
2.2. Data tabulation and interpretation
In order to analyze the student’s achievement of Gorkha, I used one of the primary source i.e.
Questionnaire. 2 schools (private and public) samples were taken for examining the personal views
of the students in Gorkha. Out of the two schools 50 students from private schools and 50 from
public schools were questioned with the prepared questionnaire. In this study, variables such as
class size, tuition fees, family guidance, drugs and alcohol abuse, quality of teachers, teacher-
student relationship, role of administration, and extra-activities etc. were examined. Most of the
data collected were quantitative in nature and some were qualitative. These data are presented in
various forms like tabular, Bar charts, and pie charts.
2.2.1. Students profile
From the survey conducted it was seen that out of 100 students 50 from private and 50 from public
school 30% of the students were of class 8, 28% from class 9 and 42% from class 10. These data
are well explained with the following table and bar diagram.
Grade Public Private Total
Eight (8) 12 18 30(30%)
Nine (9) 14 14 28(28%)
Ten (10) 24 18 42(42%)
Table 2.1: Composition of Grades

2.2.2. Students Attendance status (both school)
Year Attendance Status Total
continue Irregular Transferred Drop out
2009 Grade 7 118 165 9 18 310
Grade 8 98 31 16 17 162
Grade 9 87 56 1 9 153
2010 Grade 7 66 97 3 17 183
Grade 8 241 56 10 7 314
Grade 9 108 64 8 8 188
2011 Grade 7 555 312 8 32 907
Grade 8 445 184 27 10 666
Grade 9 486 194 16 27 723
Table 2.2: student’s attendance status
Above table shows that the number of students who are irregular or transferred or either dropped
is in the decreasing trend throughout these three years. It was found that public school still leads
private school by around 80% more number of drop out and transferred students. This shows that
the students and the family solely contribute towards the low achievement of public schools
students.

2.2.3. Past results
To study the actual achievement gap between the public schools’ and private schools’ students,
academic results stored in each school of students of each class was analyzed and following result
was obtained.
Class Percentage Public Private
Eight Above 90% 0% 5%
80% - 90% 28% 77%
60% - 80% 39% 18%
Below 60% 33% 0%
Nine Above 90% 0% 2.5%
80% - 90% 34% 82.5%
60% - 80% 10% 12%
Below 60% 56% 3%
Ten Above 90% 0% 0%
80% - 90% 7% 63%
60% - 80% 63% 25%
Below 60% 30% 12%
Table 2.3: Students Result

Above given table is worth to describe the achievement of private and public school’s students.
As we can see that the achievement each class of public schools is never above 90% whereas,
numerous private school students are success to achieve above 90%. Similarly most of the students
of private schools remain in the category of 70% to 80% meanwhile, around 23% of total public
school students are in that category and most of these public schools students lie in below 60%
category. This explanation shows the achievement differences between the private and public
school’s students. It shows that public school students are always far behind than private schools.
That’s why we analyzed various influencing factors on student’s achievement for both private and
public schools and noted the following variables.
2.2.4. Variables affecting student’s academic Achievement
An attempt was made to study the influence of various factors such as class size, tuition fees,
family guidance, drugs and alcohol abuse, quality of teachers, teacher-student relationship, role of
administration, and extra-activities etc. on student’s academic achievement. Each factor is
explained below with a chart for each.
2.2.4.1. Class Size
Class size plays an important role on deciding the student’s academic achievement. It is difficult
for both students to understand and teacher to make understand in a class with large number of
students. The response given by both public and private school’s students for the question, “At
which level is your achievement influenced by large class size ?” is stated below in the bar diagram.

Figure 2.2:
Influence of class size on student’s achievement
Above diagram shows the students of the public schools are still unaware about the effects of the
large number of students on a single class. They even claim that it is enjoying being higher number
of students in a single class. “Class would have been boring if all of these friends were in other
class”, uttered a small 14 years old student of class 8. This factor also depicts the public school’s
students careless towards their study.
2.2.4.2. Tuition fees
0
5
10
15
20
25
30
35
40
45
50
High Medium Low
Public
Private

Figure 2.3: Influence of Tuition Fees on Private School Students’ Achievement
It is seen that the influence of tuition fees on student’s achievement is less active for private school
students. It shows that around 22% of student believes that there academic achievement is also
dependent on tuition fees they pay. But at the same time as the researcher got a chance to meet a
group of guardians in the same school it made the research easier to predict for the variables.
According to them students achieve less because of the less well-equipped teachers and lack of
good supervision inside school territory. They claim that they never make the tuition fee due for a
single day and their children |(students) are unknown about the fees they pay.
22%
31%
47%
Private school Students Response
High
Medium
Low

Figure 2.4: Influence of Tuition Fees on Public School Students’ Achievement
Students of public schools heavily believe that tuition fees they pay are responsible for degrading
their educational achievement. Most of the public school students have poor economic condition.
And that’s the reason why they are compelled to drop out and be irregular in schools. The socio-
economic factor relating to students achievement is discussed in later pages.
2.2.4.3. Family Guidance
The student’s response towards the question “Is your family guidance enough for contributing in
your academic achievement?” is presented below.
38%
41%
21%
Public school Students Response
High
Medium
Low

Figure 2.5: Influence of family guidance on student’s achievement
Comparing the family guidance of both schools it is found that most of the students in private
schools are guided by their parents but in public schools only few students are under the care and
guidance of their parents. As a result, private schools get high academic achievement over the
public schools. As the survey shows that only 25% students in public school are guided by their
parents where in private schools nearly 83% students are under the direct supervision of parents.
Differently 10% students in private schools and 5% students in public schools are moderately
influenced by the parents. Above diagram also shows that, large number of students nearly 70%
in public schools is out of surveillance of the parents but only 7% students in private schools are
out of guidance. This is also one of the major factors to decide the academic achievement of
students. The researcher is now worth to point that family guidance also plays a vital role to
influence the students’ performance.
High Medium Low
Public 25% 5% 70%
Private 83% 10% 7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Family Guidance

2.2.4.4. Drugs and Alcohol Abuse
Figure 2.6: Private school’s student response for influence of drugs and alcohol abuse
Above diagram as explains that the students of private school are aware about the influence of the
drugs and alcohol abuse on their academic performance. Out of 50 students examined
approximately 76% of the students claim that there is high effect of intoxication in their study. But
only 2% are not affected by such factor in average. This result shows that, private schools are
successful to spread the knowledge of inappropriate effect of drugs and alcohol. As seen in the
survey the students are toughly worried about their future and their academy. They are always
influenced to achieve high and score best.
76%
22%
2%
Private school Students' Response
High
Medium
Low

Figure 2.7: Public school’s student response for influence of drugs and alcohol abuse
Moving towards the data obtained from public school students’, it though shows similar results as
in private but it is relatively less those who claims that drugs and alcohol abuse affects their
academic performance. Around 50% of the students are aware that drugs and alcohol abuse will
spoil their performance. This is though a bit a large amount of data to be claimed. In the same way
35% of the respondents are still confused to point that drugs and alcohol abuse degrades their
achievement. At a glance, a student from public school explains that the achievement depends on
the students themselves. Some students might be addicted to drugs but they still achieve high. This
saying ever remind of my school friends who were struggling in the similar case. Summing up,
half of the students are worried about their future and are aware about the negative impacts of
addiction.
57%
35%
8%
Public School students' response
High
Medium
Low

2.2.4.5. Quality of Teachers
Figure 2.8: Quality of teachers in public and private schools
Teachers play an important role on students’ performance. Teaching pedagogy and their skills
governs the performance and achievement of the students. Taking in consideration the influence
of teacher’s quality on students’ achievement both schools students were asked whether the quality
of teacher is sound enough to make their performance better.
It was found that the private school’s students are governed and taught with high quality of
teachers. It was even found that more than 75% of students in private schools are satisfied with the
teacher’s pedagogy and claim they are getting quality education. At the mean time the quality of
teachers in public school is unexplainable. Only 14% of the students claimed that the teachers are
qualified as their need for performance. Now we can simply predict that the quality of teachers in
public school is not directed towards the good performance of the students. As the students in
public schools point that teachers just come to take attendance and leave giving them some work
to complete. Furthermore, they never check the completed assignments.
High Medium Low
Public School 29 13 8
Private School 38 7 5
0
5
10
15
20
25
30
35
40
AxisTitle

2.2.4.6. Role of Administration
Figure 2.9: Role of administration on students’ achievement
Either for a particular organization or a company or even it is a school the management level of
employee or the administrators are the key persons to ensure the quality of teachers, students’
performance and compel the students’ guardian for guidance. If the administration of the school is
weak then the whole school fails. Timely interaction and suggestions from upper level is required
to make the students struggle harder and achieve higher.
That’s why; the students in each school were questioned if their school administration committee
plays a significant role to enhance their achievement. And for this question also the responses were
similar. Around 72% of students in private schools claimed it is sufficient for their achievement,
whereas, only 16% in public school claimed it to be sufficient.
These difference in each factor tested are the reasons for the gap which exists in between the
students achievement of private and public schools.
High Medium Low
Public School 8 11 31
Private School 36 10 4
0
5
10
15
20
25
30
35
40

2.2.4.7. Extra-curricular activities
Question relating to the extra-curricular activities was asked if it influences the academic
achievement of students on the process of survey. The collected result is shown in the below pie-
chart.
Figure 2.10: Influence of extra-curricular activities on private school students’ achievement
It is seen that around 74% of students from private school are satisfied with the extra-curricular
activities they are involved in their school territory. This is a quite high result that might also
influence the achievement they perform in their exams. It is one of the motivational factors for the
students. High opportunity of being involved in such activities makes the students feel free and
fresh which automatically enhances and motivates them for their study. And this factor seems fair
in private schools.
74%
20%
6%
Response of Private School Students
High
Medium
Low

Figure 2.11: Influence of extra-curricular activities on public school students’ achievement
In the same way the extra-curricular activities are also seen flexible in context of public school.
Students are actively involved in such activities and are claiming that these activities should be
continued to influence their better performance to achieve higher. Around 56% of the students in
public school are satisfied by the opportunity they catch being involved in these activities. This is
another influencing factor for the better achievement.
2.3. Major Findings
Two schools of Gorkha district were researched, where 50 students from private school and
another 50 students of public school were involved. On questioning the major hypothesis which
are calculable to predict the gap of students’ achievement between public and private schools
unexpected findings were noticed.
The major findings of the research conducted on the schools of Gorkha district are noted below.
56%
6%
38%
Response of Public School Students
High
Medium
Low

 Talking about the achievement gap, there is a vast difference in achievement in between
the students studying in public and private school. It is seen that students of private school
are stronger in context of their academic achievement i.e. private schools are always
leading public schools in academic performance.
 After deciding the leading achievers, an attempt was made to predict the variables that
contribute for the existing gap. Variables such as class size, family guidance, drugs and
alcohol abuse, quality of teacher and role of administration were found to be major.
 Attendance of the students of the public schools was weak in comparison to private school.
Most of the students in public school are seen to either drop out or transfer. Public schools
students were pointed that they were always irregular in class.
 It was found that class size also seriously affect the upcoming exam result that is high
number on students in a single classroom is adversely affected by their weak performance.
And for this variable also public school was seen degraded.
 It was concluded that family guidance was directly related with the students’ performance
and the family guidance for the students’ of public school is not good enough to contribute
for their academic achievement.
 Similarly, drugs and alcohol abuse makes the students dull to perform well. Majority of
students in private school were aware about the inappropriate effects of drugs and alcohol
abuse in their study. But this majority is not similar in public school, less number of
students were aware about this facts.
 Administration is important to surveillance all the above explained variables and if the
administration is weak it makes all other factors weak. As a result, the students’
performance deteriorates. We found that, since the role of the administration is weak in
public school and thus the other factors are weak. This is explainable for the low
performance of public school students.

CHAPTER 3
SUMMARY AND CONCLUSIONS
3.1. Summary
Doing the research in the topic “A Study on Students’ Achievement Differences Between Public
and Private Schools of Gorkha”, is praiseworthy to me. It provided me the chance to analyze the
ongoing evidences in Nepalese Educational Sector and point out the contributing factors for
degrading educational system. Blaming is not everything but implementing the achieved result is
the most.
In this research the difference in achievement between the private and public schools were
explored. For this the past results of both public and private schools were analyzed of class seven,
eight and nine. After it was seen public schools were found to achieve less than the private school.
After that an attempt was made to investigate the contributing factors for this difference. Variables
such as class size, family guidance, drugs and alcohol abuse, quality of teachers and role of
administration were questioned to the respondents whether these all were strong enough to
influence their academic achievement.
Factors such as class size, family guidance, quality of teachers and role of administration were not
relevant or strong to strengthen the achievement of public schools students. And still these students
were unaware about the effects of drugs and alcohol abuse on their achievement.
3.2. Conclusions
On the very beginning phase of the research after the analysis of the schools the analysis , class
room , buildings, environment it was concluded that classrooms were built either by the earthquake
project, BPEP/PEDP, municipality, or by the I/NGOs.
Secondly, the past results were enough to explain the difference in academic of the students
studying in private and public schools. It shows that the students achievement in public school is
very weak as compared to private school students. It was found that the average score of students

of public school remain in the margin below 60% and mostly gathered in between 60% to 70%.
But very differently, the students score in private school was found gathered in the margin of 70%
to 80% and some of the students were strong to achieve even above 90%.
Five variables were concluded to be most important for influencing the academic achievement of
the students. These variables class size, family guidance, quality of teachers, drugs and alcohol
abuse, and role of administration were very weak in public school and thus is their academic
achievement.
It is found that the students of the grades were accumulated in a single classroom (around 120
students) in public school. But the students in private school were divided in different sections as
per the need of supervision and teaching methodology. In private school the number of students in
a single class did not exceeded 35 students. And this also contributes for the achievement of the
students.
Family guidance in private school was strong enough to mark their achievement and they were
also aware about drugs and alcohol abuse but this result did not even seem consistent enough in
context of public schools. Lack of family guidance, unqualified teachers and weak role of
administration in public school is pushing the students’ achievement towards dark.

Bibliography
B. Fuller,P.C.(1994). Raisingschool effectswhileignoringculture?Local conditionsandthe influence of
classroomtools,rules,andpedagogy. Review of EducationalResearch,64(1),119-157.
Barcey,G. (2000). Bail Me Out:Handling difficultdata and tough questionsaboutpublicschools.
ThousandOaks:California:CorwinPressInc.
Barillas,O.(2009). Private Schoolsvs.Public Schools - Top 5 ReasonsWhy PrivateSchoolsAre Better than
Public Schools. ohio:ohiopress.
Boerema,A.(2009). Doesmissionmatter?Ananalysisof private school achievementdifferences.
Journalof SchoolChoice,112-137.
CenterforEducational InnovationandResearchDevelopment,C.(2006). Resultof Public School.
PerformanceEvaluation. Balkhu.
Coleman,e.J.(1966). Equality of educationalopportunity. WashingtonD.C.:U.S.GovernmentPrinting
Office.
Cynthia,L.(1998). SchoolEffectiveness:TheUnderlying Dimensions. ThousandOaks:Educational
AdministrationQuaterly.
DOE. (2011). Flash Report. sanothimi.
Hallinan,M.T. (2006). Schoolsector and studentoutcomes. Indiana:Universityof Notre Dame Press.
Hanushek,A.E. (1998). Conclusionsand controversiesabouttheeffectivenessof schoolresources.
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APPENDIX
Pokhara University
Apex College
Baneshwor, Kathmandu
Dear respondents,
I, BBA-BI student of Apex College, is conducting a research project that focuses on the study of
student’s achievement differences between private and public schools of Gorkha district.
For this Purpose, I require your valuable participation by conducting this set of
questionnaire. All responds will be kept confidential and will be used for the purpose of this
research only.
1. Please specify the following information by giving (√) giving this sign in appropriate
point.
a. Please specify your school board.
i. Private Board
ii. Public Board
b. Your grade
i. Class 8
ii. Class 9
iii. Class 10
c. “School is boring”. Please select your choice according to your own adjustment.
i. Strongly agree
ii. Agree
iii. Neither agree nor disagree

iv. Disagree
v. Strongly disagree
d. Please tell us the level the given factors influence your achievement/scores.
High Medium Low
Class Size
Tuition Fees
Family Guidance
Quality of Teachers
Role Of Administration
Extra-Curricular
Activities
e. What do you think school should focus to improve the student’s achievement?
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….

Students achievement differences

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