Survival and Success at Secondary School Stage: Looking beyond the Explanation of Socio-Cultural Deprivation

Autor/inn/en	Sarangi, Dibakar; Panda, Smita Rani
Titel	Survival and Success at Secondary School Stage: Looking beyond the Explanation of Socio-Cultural Deprivation
Quelle	In: Educational Research and Reviews, 8 (2013) 12, S.849-856 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Disadvantaged; Secondary School Students; Knowledge Level; Secondary School Mathematics; Secondary School Science; English (Second Language); Dropouts; Graduates; Grade Repetition; Longitudinal Studies; India + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Indien
Abstract	A wide spectrum of research literature pointed out socio-cultural deprivation as the dominant explanation for student survival and success in schools. This paper, contending socio-cultural deprivation as inadequate explanation for dropout and detention at secondary level, probed into the role of pupils' foundation knowledge in their survival and success at secondary school stage. A sample of 3581 pupils were assessed for their foundation knowledge for secondary Mathematics, Science and English at their entry into secondary schools, and were tracked for three years to ascertain their schooling status--whether they completed secondary education. Discriminant function analysis of data on foundation knowledge and schooling status of pupils identified pupils' entry level foundation knowledge as a strong correlate of schooling success. The mean Discriminant scores for secondary completers and non-completers were 0.936 and -0.582 respectively. Foundation in English and Mathematics exerted higher influence (loadings 0.917 and 0.914 respectively) than foundation in Science (loading 0.890) in secondary school success. This paper discusses the results of this study with its implication for educational policy and intervention. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10