IMPACT OF FAMILY ECONOMIC BACKGROUND ON THE EDUCATIONAL ACHIEVEMENT OF SCHEDULED TRIBE STUDENTS IN CHHINDWARA DISTRICT: A SOCIO-ECONOMIC ANALYSIS
छिंदवाड़ा जिले के अनुसूचित जनजातीय विद्यार्थियों की शैक्षिक उपलब्धि पर पारिवारिक आर्थिक परिवेश का प्रभाव: एक सामाजिक-आर्थिक विश्लेषण
DOI:
https://doi.org/10.29121/shodhkosh.v5.i6.2024.5360Keywords:
Scheduled Tribes, Educational Achievement, Socio-Economic Status, Family Income, Parental Education, Educational Resources, Digital Divide, Digital Divide and Rural EducationAbstract [English]
This research study analytically examines the educational achievements of Scheduled Tribe (ST) students residing in Chhindwara district of Madhya Pradesh in their socio-economic perspective. Using a quantitative methodology based on direct data from a total of 200 students, this research examines the interrelationship between factors such as family income, educational background of parents and access to educational resources and the academic performance of students. The study revealed that while about 55% of the students are scoring above average marks, the remaining 45% are below average due to economic poverty and lack of access to basic learning resources. Parental education plays a positive and motivating role in the educational progress of students, while limited digital access and unsuitable learning environment are proving to be a hindrance to their proper development. The study concludes by recommending targeted interventions such as financial assistance, availability of resources, and educational counseling for the educational advancement of Scheduled Tribe students.
Abstract [Hindi]
यह शोध अध्ययन मध्यप्रदेश के छिंदवाड़ा जनपद में निवासरत अनुसूचित जनजातीय (ST) विद्यार्थियों की शैक्षिक उपलब्धियों का उनके सामाजिक-आर्थिक परिप्रेक्ष्य में विश्लेषणात्मक परीक्षण करता है। कुल 200 छात्रों के प्रत्यक्ष आँकड़ों पर आधारित मात्रात्मक पद्धति के माध्यम से यह अनुसंधान पारिवारिक आय, अभिभावकों की शैक्षिक पृष्ठभूमि तथा शैक्षणिक संसाधनों की सुलभता जैसे कारकों और विद्यार्थियों की शैक्षणिक निष्पादन के मध्य पारस्परिक संबंधों की पड़ताल करता है। अध्ययन से यह तथ्य उद्घाटित हुआ कि जहाँ लगभग 55% विद्यार्थी औसत से अधिक अंक प्राप्त कर रहे हैं, वहीं शेष 45% विद्यार्थी आर्थिक विपन्नता एवं बुनियादी अधिगम संसाधनों की अनुपलब्धता के कारण औसत से निम्न स्तर पर स्थित हैं। अभिभावकों की शिक्षा विद्यार्थियों की शैक्षिक प्रगति में सकारात्मक एवं प्रेरक भूमिका निभाती है, जबकि सीमित डिजिटल पहुंच एवं अनुपयुक्त अध्ययन वातावरण इनके समुचित विकास में बाधक सिद्ध हो रहे हैं। अध्ययन के अंत में अनुसूचित जनजातीय विद्यार्थियों की शैक्षिक उन्नति हेतु लक्षित हस्तक्षेप जैसे वित्तीय सहायता, संसाधनों की उपलब्धता, एवं शैक्षिक परामर्श की अनुशंसा की गई है।
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