Paper Title
A Comparative Analysis of Academic Performance and Educational Outcomes among Intermediate Students in Government and Public Schools
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Registration ID: IJNRD_214226
Published ID: IJNRD2402278
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Keywords
academic performance, educational outcomes, government schools, public schools, intermediate students, mixed-methods approach, quantitative analysis, qualitative exploration, educational equity, educational quality
Abstract
ABSTRACT This empirical research paper delves into the comparison of academic performance and educational outcomes among intermediate students in government schools and public schools. Utilizing a mixed-methods approach, the study integrates quantitative analysis of examination scores with qualitative exploration of student perceptions and experiences. Through this thorough investigation, the research endeavors to uncover potential variances in academic achievement, learning experiences, and overall educational outcomes between the two school types. The findings of this study hold significant implications for policymakers, educators, and stakeholders, offering insights to shape strategies aimed at enhancing the quality of education in both government and public schools. In recent years, discussions surrounding educational equity and quality have intensified, prompting a closer examination of the disparities that exist within the education system. Among these discussions, the comparison between government and public schools has emerged as a focal point for policymakers and educators seeking to address inequalities in educational outcomes. While government schools strive to provide accessible education to all, public schools often offer additional resources and facilities, albeit at a cost. This study seeks to shed light on whether these differences translate into divergent academic performance and educational experiences among intermediate students. The research methodology employed in this study is multifaceted, combining quantitative analysis with qualitative inquiry to provide a comprehensive understanding of the educational landscape. Quantitative data collection involves the examination of examination scores and other academic indicators among intermediate students enrolled in government and public schools. These quantitative measures will be complemented by qualitative data gathered through interviews, surveys, and focus group discussions, allowing for a nuanced exploration of student perceptions and experiences. Through the synthesis of quantitative and qualitative findings, this study aims to uncover potential disparities in academic achievement and learning experiences between government and public schools. By identifying these differences, policymakers, educators, and stakeholders can gain valuable insights into the factors influencing educational outcomes and tailor strategies to address them effectively. Moreover, the findings of this study can inform evidence-based policies and interventions aimed at improving the quality of education in both government and public schools. Ultimately, the outcomes of this research have the potential to contribute significantly to ongoing efforts to enhance educational equity and quality. By understanding the nuances of academic performance and educational experiences in government and public schools, stakeholders can work collaboratively to implement targeted interventions and initiatives that ensure all students have access to high-quality education, regardless of their school type or background.
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How To Cite (APA)
Dr. Rashmi Sinha & Nafasat Karim (February-2024). A Comparative Analysis of Academic Performance and Educational Outcomes among Intermediate Students in Government and Public Schools. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(2), c729-c736. https://ijnrd.org/papers/IJNRD2402278.pdf
Issue
Volume 9 Issue 2, February-2024
Pages : c729-c736
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Paper Reg. ID: IJNRD_214226
Published Paper Id: IJNRD2402278
Research Area: Arts
Author Type: Foreign Author
Country: Bodhgaya, Bihar, Guyana
Published Paper PDF: https://ijnrd.org/papers/IJNRD2402278.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2402278
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