sociology thesis noor
DESCRIPTION
This research study conducted in order to investigate the socio-economic factors behind low academic performance of post graduate students at University of Peshawar (UOP). Emphasis was put on to highlight the socio-economic factors and administration role with regard to students’ satisfaction which cause low academic performance. The study employed the use of proportional allocation stratified random sampling method. The validity of questionnaire was proven and data was collected from 80 respondents selected from all the six faculties at University of Peshawar. To analyze the data, Statistical Package for Social Sciences (SPSS) and Microsoft Excel 2010 was used aim to accuracy and calculations of data. This formed the basis of the detailed analysis, conclusions and suggestions. The findings revealed major socio-economic factors such as language difference, unfriendly relationship, low social status, discouraging environment, broken family, bad company, campus politics; employmentlow economic status, University facilities and management are the causes of low academic performance. In the light of finding and conclusions the researchers made some suggestions for the low academic performance students and university administration.TRANSCRIPT
SOCIO-ECONOMIC FACTORS BEHIND LOW ACADEMIC PERFORMANCE
OF POST GRADUATE STUDENTS
(A Case Study of Peshawar University)
NOOR AHMED
MUHAMMAD SALMAN
SOCIOLOGY
INSTITUTE OF SOCIAL WORK, SOCIOLOGY AND GENDER STUDIES
UNIVERSITY OF PESHAWAR
SESSION 2010-12
SOCIO-ECONOMIC FACTORS BEHIND LOW ACADEMIC PERFORMANCE
OF POST GRADUATE STUDENTS
(A Case Study of Peshawar University)
This thesis is submitted to the Institute of Social work, Sociology & Gender Studies, University of
Peshawar, in partial fulfillment of the requirements for the Degree of Master in Sociology.
Submitted By:
Noor Ahmed
Muhammad Salman
Supervisor:
Zafar Khan
INSTITUTE OF SOCIAL WORK, SOCIOLOGY & GENDER STUDIES
UNIVERSITY OF PESHAWAR
SESSION 2010-2012
i
DECLARATION
We, Noor Ahmed and Muhammad Salman, hereby declare that, this is our original work and has not
been presented to any university or institution for any academic award.
Noor Ahmed
………………………………………………………………
Muhammad Salman
……………………………………………………………….
Date:…………………………………………………………
ii
APPROVAL SHEET
The research thesis title “Socio-Economic Factors behind Low Academic Performance of Post
Graduate Students” has been approved by the following panel of examiners in partial fulfillment of
the requirements for the degree of master in Sociology.
Researchers: ________________________
Noor Ahmed
________________________
Muhammad Salman
Supervisor: ________________________
Mr. Zafar Khan
Lecturer
Institute of Social work, Sociology and Gender Studies.
University of Peshawar
Coordinator: ________________________
Dr. Anwar Alam
Associate Professor
Institute of Social work, Sociology and Gender Studies.
University of Peshawar
Approved by: ________________________
Professor Dr. Niaz Muhammad
Director
Institute of Social work, Sociology and Gender Studies.
University of Peshawar
External Examiner: ________________________
INSTITUTE OF SOCIAL WORK, SOCIOLOGY & GENDER STUDIES
UNIVERSITY OF PESHAWAR
SESSION 2010-2012
iii
DEDICATION
This Thesis is dedicated to my Family, especially my elder brothers Surgeon Dr. Yaqoob Khan and
Dr. Baber Khan who are looking for my bright future. Also I dedicated to my best friend Moeen
Afridi (late) Master in Sociology, New Final Year (2012), University of Peshawar.
Noor Ahmed
This Thesis is dedicated to my all family particularly to my sister. She always guided and encouraged
me in every difficult phase of life. I don’t have words for her. I am so thankful to her. I would also
like to say thank you so much to my younger sister, she always helped me with her suggestions.
Muhammad Salman
iv
ACKNOWLEDGEMENT
First of all we are thankful to Allah to have given us the opportunity to study Master of Arts in
Sociology at university of Peshawar. We would like to thanks the following people who in many
ways contributed to this piece of work. We indebted to our supervisor, Zafar Khan for his patience,
inspiration and encouragement. We admired the way in which he explained very difficult concepts in
very simple ways. Words cannot express how grateful we to him whose invaluable knowledge helped
us to put this piece of work together, he guided us all through, read through our work and encouraged
us. We would like to thanks Assistant Professor Mr. Syed Owais who led us through the first stages
of our research work when we had no experience at all. We also thankful to Professor Dr. Niaz
Muhammad and Associate Professor Dr. Anwar Alam to encourage us for selecting this topic for
research thesis. We thankful to Director of Admission University of Peshawar to giving permission
for providing us the enrollment list of Post Graduate students and all Post graduate departments we
visited during our research especially Department of Library and Information sciences and
Department of Psychology.
We thank you all very much.
Noor Ahmed
&
Muhammad Salman
v
TABLE OF CONTENTS
Declaration i
Approval Sheet ii
Dedication iii
Acknowledgement iv
Table of Contents v
List of tables viii
List of Figures x
Abbreviations xi
Abstract xii
CHAPTER ONE : INTRODUCTION 1
1.1 Background 1
1.2 Statement of the Problem 2
1.3 Purpose 3
1.4 Research Objectives 3
1.5 Research Questions 3
1.6 Scope 3
1.7 Significance 4
1.8 Organization of the study 4
CHAPTER TWO: REVIEW OF LITERATURE 6
2.1 Academic Review 6
2.2 Conceptual Frame Work 7
2.3 Social Factors 8
2.3.1 Family and marital Responsibilities 8
vi
2.3.2 Multicultural, regional, linguistic and racial differences 8
2.3.3 Peer relations and association 9
2.3.4 Low social status 10
2.3.5 Discouraging environment 10
2.3.6 Broken families 11
2.3.7 Food quality 11
2.3.8 Extra curriculum activities and use of social networking sites 11
2.3.9 Depression and Working stress 12
2.3.10 Behavior problem, emotional blackmailing and Study attitude 12
2.3.11 Addiction and Illegal activities 13
2.4 Economic Factors 14
2.4.1 Job, Low economic status and high prices 14
2.4.2 Transport problem and increasing fees
2.5 Administration Role 15
2.5.1 Teaching method and Less attention of teachers 15
2.5.2 Number of Scholarships 15
2.5.3 Examination System 16
2.5.4 Recreational Facilities 16
2.6 Conclusion 16
CHAPTER THREE: RESEARCH METHODOLOGY 17
3.1 Research Design 17
3.2 Population 17
3.3 Sample size and sampling technique 18
3.4 Research Tools 19
vii
3.5 Validity of Research Tools 19
3.6 Procedure 21
3.7 Data analysis 21
3.8 Ethical Consideration 21
CHAPTER FOUR: DATA ANALYSIS 22
4.1 Demographic data of respondents 22
4.2 Social factors behind low academic performance 24
4.3 Economic factors behind low academic performance 41
4.4 Administration role with regard to students’ satisfaction 44
CHAPTER FIVE: FINDINGS AND CONCLUSION 50
5.1 Discussion on Findings 50
5.1.1 Objective one: Social factors 50
5.1.2 Objective two: Economic factors 53
5.1.3 Objective three: Administration role 54
5.2 Conclusions 55
5.3 Suggestions 56
5.4 Areas of Further research 57
REFERENCES 58
APPENDICES 72
APPENDIX A: Enrollment list 72
APPENDIX B: Verification of sample size 74
APPENDIX C: Questionnaire 75
APPENDIX D: Permission letter for survey 80
APPENDIX E: Letter to directorate of admission 81
viii
LIST OF TABLES
Table 1 Sample size 20
Table 2 Respondents by sex and age 22
Table 3 Respondents marital status and family type 23
Table 4 Family and marital responsibilities effects’ on academic performance 24
Table 5 Depending on working hour and level of academic performance 25
Table 6 Regional, linguistic and racial difference effect on academic performance 26
Table 7 Unfriendly relationship with colleagues and intimacy (love) affairs effect
on academic performance
27
Table 8 Learning in multicultural setting, low social status and discouraging
environment effect on academic performance
28
Table 9 Broken family, gender difference and residence problem in UOP effect on
effect performance
29
Table 10 Food quality in UOP, adjustment in UOP and stereotype thoughts of
relatives about university life effect on academic performance
30
Table 11 Bad company/association, Campus politics and extra curriculum activities
effect on academic performance
31
Table 12 TV/Movies, social networking sites and visit of guests in the place of
resident effect on academic performance
32
Table 13 Depression effect on academic performance 33
Table 14 Working stress effect on academic performance 34
Table 15 Behavior problem from teachers and colleagues effect on academic
performance
35
Table 16 Physical impairment or illness effect on academic performance 36
ix
Table 17 Emotional blackmailing effect on academic performance 37
Table 18 Study attitude effect on academic performance 38
Table 19 Illegal activities effect on academic performance 39
Table 20 Addiction effect on academic performance 40
Table 21 Job, low economic status and spending money in love affairs effect on
academic performance
41
Table 22 Transport problem, high prices of commodities in UOP and increasing fees
of UOP effect on academic performance
43
Table 23 Teaching method, less attention of teachers and less number of
scholarships effect on academic performance
44
Table 24 Infrastructure in UOP, recreational facilities and examination system effect
on academic performance
46
Table 25 Classroom management, corruption in UOP and annual system effect on
academic performance
47
Table 26 Less number of workshop effects on academic performance 48
Table 27 Impact of workshops/courses on academic performance 49
x
S. No. LIST OF FIGURES P. No.
Figure 1 Conceptual framework of the factors affecting academic performance 7
xi
ABBREVIATIONS
S. No.
1 ISSG Institute of Social Work, Sociology and Gender Studies
2 JMC Journalism and Mass Communication
3 NSSE National Survey of Student Engagement
4 SAAS School Attitude Assessment Survey
5 SPSS Statistical Package for Social Science
6 TV Tele Vision
7 UOP University of Peshawar
xii
ABSTRACT
This research study conducted in order to investigate the socio-economic factors behind low
academic performance of post graduate students at University of Peshawar (UOP). Emphasis was put
on to highlight the socio-economic factors and administration role with regard to students’
satisfaction which cause low academic performance. The study employed the use of proportional
allocation stratified random sampling method. The validity of questionnaire was proven and data was
collected from 80 respondents selected from all the six faculties at University of Peshawar. To
analyze the data, Statistical Package for Social Sciences (SPSS) and Microsoft Excel 2010 was used
aim to accuracy and calculations of data. This formed the basis of the detailed analysis, conclusions
and suggestions. The findings revealed major socio-economic factors such as language difference,
unfriendly relationship, low social status, discouraging environment, broken family, bad company,
campus politics; employmentlow economic status, University facilities and management are the
causes of low academic performance. In the light of finding and conclusions the researchers made
some suggestions for the low academic performance students and university administration.
1
CHAPTER ONE
INTRODUCTION
This Chapter contains the background, statement of the problem, purpose, objectives, scope and
significance of the study.
1.1 Background
In modern times, higher education is considered the integrated part of development anywhere in
the world. In many ways, higher education is the foundation of the modern knowledge, economy, and
without it, the bright futures of many youth around the world would be dimmed (Alex & Cervenan,
2005).
Academic achievement or (academic) performance is the outcome of education the extent to
which a student, teacher or institution has achieved their educational goals. Academic performance is
commonly measured by examinations or continuous assessment but there is no general agreement on
how it is best tested or which aspects is most important procedural knowledge such as skills or
declarative knowledge such as facts (Annie Ward, 1996).
Income and social position considered as a single faction to measure a family or an individual’s
status in a community. Socioeconomic factors include income, ethnicity, sense of community and other
such factors. Socioeconomic is the relationship between economic activity and social life. Social
economic factors, often called socioeconomic factors, are used to compare social life and economic
activity. Included are such aspects as education, wealth and employment, race and all other activities in
society. Socioeconomic or socio-economics or social economics is an umbrella term with different
usages. 'Social economics' may refer broadly to the "use of economics in the study of society" (John
Eatwell, 1989).
2
Post-graduate education involves learning and studying for degrees or other qualifications for
which a first or Bachelor's degree generally is required, and is normally considered to be part of tertiary
or higher education. In United States of America, this level is generally referred to as graduate school
(MindRocket, 2012). The University of Peshawar comprises six faculties with thirty-six postgraduate
departments. Student population on campus is over 20,000 (University of Peshawar, 2008). In which
2322 students are post graduate level during the session 2010-11 (University of Peshawar, 2012).
There are great expectations from university graduates. They are considering being the support
of families. But there are some factors due to which the students are unable to achieve the expectations
of their work performance in the studies. Some students passed their graduate degree from different
education centers and also from other provinces to get admission in master program in University of
Peshawar. In university the students face different kinds of problems which effect their academic life
some students leave the studies and some of them successfully complete the master degree program but,
with low grades. Low percent students only can get the degree with good grades (UOP, 2012).
1.2 Statement of the Problem
Academic performance, which is measured by the examination results, is one of the major goals
of a University. University of Peshawar vision is to be a center of excellence in the heart of Pakistan is
keen on quality assurance and maintenance of standards; however the faculty deans and the quality
assurance committee have noted that while some students perform highly and others do not perform
well. They are concerned about those who do not perform well because if this poor performance goes
unchecked, the university may lose its reputation, which may result in loss of confidence in University
of Peshawar (UOP) post graduates. Much as the situation described here causes concern, it is not yet
known why some students fail to attain the standards expected of them. There is a lack of sufficient
research in the case of UOP as to what socio-economic factors affect academic performance of the
3
students. The researchers would therefore like to identify the factors affecting academic performance of
post graduate students of Peshawar University.
1.3 Purpose
To find out socio-economic factors affecting academic performance of the post graduate students
at University of Peshawar.
1.4 Research Objectives
To know the social factors for low academic performance of students at post graduate level.
To know the economic factors for low academic performance of students at post graduate level.
To find out the administration role in academic performance with regard to students satisfaction.
1.5 Research Questions
What are the social factors of low academic performance of post graduate students?
What are the economic factors of low academic performance of post graduate students?
What is the role of administration in academic performance with regard to students’
satisfaction?
1.6 Scope
The study has been conducted at University of Peshawar in Peshawar, Pakistan; using
proportional allocation stratified random sampling method (Lynn Westbrook, Jack D Glazier, Ronald R.
Powell, 1997). In general the size of the sample in each stratum is taken in proportion to the size of the
stratum this is called proportional allocation. (Hunt & Tyrrell, 2001). The content scope covered socio-
economic factors that affect academic performance of post graduate students. The study covered the
period of academic session 2010/2011 and 2011/2012.
4
1.7 Significance
A lot of research has been done on factors affecting academic performance of university students
but there is scarce information about academic performance of students at Peshawar University. The
study will enable the researchers to make suggestions to post graduate students of Peshawar University
and university policy makers especially those in the Quality Assurance unit, the Central Academic office
on what policies and strategies can be employed to improve academic performance in faculties of
University. The findings will help the University Examinations Board to review its methods of
examinations in order to improve academic performance. The report will also be a source of reference
for other researchers intending to study academic performance of Peshawar University students.
1.8 Organization of the study
The research thesis are divided into five chapters the current chapter focus on the background
and introduction to the research study, purpose, objectives, scope and significance of the study.
CHAPTER TWO: REVIEW OF LITERATURE
Chapter Two contains previous studies and research in which academic review and the review of
related literature.
CHAPTER THREE: RESEARCH METHODOLOGY
Chapter three outlines the manner in which the study was conducted. The key components are
the research design, population, sample size and sampling technique, research instruments/tools, validity
and procedure.
CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION
In chapter four the collected data is analyzed in tables, graphs and descriptive way.
5
CHAPTER FIVE: FINDINGS AND CONCLUSIONS
Chapter five discusses the findings of the study as presented in chapter four. It also presents the
conclusions arising from the study and suggestions, which could improve academic performance of
students in Peshawar University.
6
CHAPTER TWO
REVIEW OF LITERATURE
This chapter contains previous studies and research in which academic review and the review of
related literature.
2.1 Academic Review
This chapter provides an account of the literature reviewed on low academic performance of post
graduates. The purpose of the literature review is to outline the factors that contribute towards the low
academic performance of post graduate, focusing on socio-economic factors. Numerous studies link the
low academic performance of learners to socio-economic problems, poverty, and politics (Engelbrecht
P., 1996).
Robbins (1980) argued that organizations were increasingly described as absorbers, processors
and generators and that the organizational system could be envisioned as made up of several
interdependent factors. System advocates, according to Robbins (1980) have recognized that a change in
any factor within the organization has an impact on all other organizational or subsystem components.
Thus the inputs, the processors and the generators should function well in order to achieve the desired
outcome. Saleemi (1997) in agreement with Robbins (1980) argued that all systems must work in
harmony in order to achieve the overall goals. According to the input-output model, it is assumed that
the socio-economic factors of students will perform well if the university facilities are good, the
lecturers and the management of the university is good which may not always be the case and this is the
shortcoming of this theory. According to Oso and Onen (2005), the interrelationships among parts of a
system have to be understood by all parties involved. This theory requires a shared vision so that all
people in the university have an idea of what they are trying to achieve from all parties involved, a task
that is not easy to achieve.
7
Except the foremost socio-economic factors the researchers also identified some extraneous
factors, which may affect academic performance, these include, the university management, facilities
and the quality of lectures among many. These variables are part of the input and process explained in
the Ludwig’s Input-Output model. They play a role in bringing out the output, which is academic
performance. If these factors are not controlled, they may interfere with the results of the study. The
researcher controlled the effect of the extraneous factors by randomly selecting students in selected post
graduate departments for sample because randomization according to Amin (2005) is one of the ways to
attempt to control many extraneous factors at the same time.
2.2 Conceptual Frame Work
Academic performance is treated in this work. It is arrived at basing on the System’s theory
Input-Output model advanced by Ludwig Von Bertalanffy in 1956. The selection of the model is based
on the belief that, the quality of input invariably affects quality of output in this case academic
performance (Acato 2006).
Fig 1 Conceptual framework of the factors affecting academic performance
Source: Adopted from Koontz and Weihrich (1988:12).
Independent variable Dependent Variable
Socio-Economic
Factors
Extraneous Variable
University
Facilities and
Management
Academic Performance
8
Fig 1 shows the linkage between different factors and academic performance. It shows that
academic performance as a dependent variable and socio-economic factors are independent variable.
This section is divided into three subsections. The first section reviews related literature on the
concept of social factors behind low academic performance, followed by the subsection which reviews
literature on the concept of economic factors behind low academic performance. The final subsection
reviews literature on the concept administration role and academic performance.
2.3 Social factors
2.3.1 Family and marital responsibilities
Investigations that have adopted refined measures of family influences have tended to show that
they are related more strongly to academic outcomes than are more global measures of family
background. Kellaghan and this colleague (1993) propose that for academic performance, it is what
parents do in the home, and not children's family background that is significant. Similarly, Sam Redding
(1999) indicates that in relation to academic outcomes, the potential limitations associated with poor
economic circumstances can be overcome by parents who provide stimulating, supportive, and
language-rich experiences for their children. It is important, however, to recognize the nature of the
interrelationships between family background characteristics and more refined family influences. In the
development of a model of human development, for example, Stephen J. Ceci and his colleagues (1997)
propose that the efficacy of a family influence for academic success is determined to a large degree by a
child's family background. Family environment is the most powerful influence in determining a child's
academic motivation and achievement.
2.3.2 Multicultural, regional, linguistic and racial differences
According to David, Morris, Jerome E. and Hayes-Bautista (2002) of the proponents of different
theoretical perspectives used to explain student achievement, the ones that have provoked the greatest
9
degree of controversy the geneticists place ethnicity and race at the center of their thesis, also during the
1960s, anthropologists began to challenge cultural deprivation theories by positing an alternative view of
the academic failures of ethnic and racial minority students. This new group of theorists argued that the
extent to which students learned or did not learn in schools reflected the cultural differences of the
groups, which were either congruent with or in-congruent with the dominant culture of schools. Building
on this view, sociolinguists during the 1970s followed by asserting that differences in culture resulted in
cultural and linguistic conflicts between students and their teachers.
Cummins (1989) has argued that crucial messages are conveyed in subtle ways to culturally,
ethnically, and linguistically distinct students about the validity of (or lack of) their language and
cultural identity. Educators many times do provide but often fail to provide latitude and encouragement
for students to express their cultural/ethnic and linguistic identity through their shared experiences with
other students and adults. Additionally, educators have the choice to collaborate with culturally,
ethnically, and linguistically distinct parents as partners in the shared enterprise of schooling whereby
contributing to students’ academic and personal empowerment.
2.3.3 Peer relations and association
Peer relations are often studied within classrooms (Snijders & Bosker, 1999). Connell (1990)
defined the need for relatedness as “the need to feel securely connected to the social surround and the
need to experience oneself as worthy and capable of love and respect” Research has established a
significant link between children's relations with peers and their academic performance. Students who
are poorly accepted by their classmates tend to have lower grades (Guldemond, 1994; Borden, &
Greene, 1992). For peer acceptance and number of friends, some authors found additive effects (Diehl et
al., 1998; Vandell & Hembree, 1994); others found redundant relations (Risi et al., 2003), while the
study of Ladd et al. (1997) suggested that there are differential patterns of association depending on the
outcome measure used. These findings are consistent with the view that distinct features of peer
10
relations have distinct functions: Friendships provide affection, intimacy, and a sense of reliable
alliance, peer acceptance gives students a feeling of inclusion, whereas either can provide
companionship and instrumental aid (Furman & Robbins, 1985).
2.3.4 Low social status
The relative social class of a student body also affects academic achievement. Students from low
socioeconomic background who attend poorly funded schools do not perform as well as students from
higher classes adolescents who live in higher quality neighborhoods typically perform better in school
than those who live in poorer neighborhoods. Poorer neighborhoods often lack positive role models,
adult supervision, and connections to good schools. That kind of environment often prevents students
from crating healthy social networks and leads to a lack of motivation which negatively affects
academic performance (Eamon, 2005).
2.3.5 Discouraging environment
A consistent body of research conducted in North America indicates that trait intrinsic
motivation facilitates creativity and academic performance, whereas extrinsic motivation hinders
creativity but has no effect on academic performance. Giovanni B. Moneta and Christy M.Y. Siu
examined the effects of trait intrinsic and extrinsic motivations in Hong Kong college students. Findings
suggest that the Hong Kong college environment (a) constrains and/or penalizes the expression of
intrinsic motivation and, thus, creativity, and (b) facilitates and/or rewards the expression of extrinsic
motivation and, thus, means-end opportunism. The negative consequences of this situation on students'
development and quality of learning are discussed, and possible remedies are outlined (Giovanni B.
Moneta, 2011).
11
2.3.6 Broken families
The study of Alika, Henrietta Ijeoma Edosa, Ogboro Samson (2012) has attempted to investigate
the relationship between broken homes and academic achievement of students. The findings showed that
there was a negative significant relationship between academic performance and broken homes. This
finding is in agreement with that of Scales and Roehlkepartain (2003) who found that the family and its
structure play a great role in students' academic performance. A broken home could be a great obstacle
to a student, his ability and maturation to succeed academically. Moreover, this finding is in agreement
with that of Ayodele (2006) who asserted that the environment where a child finds himself goes a long
way in determining his learning ability and ultimately his academic performance in school.
2.3.7 Food quality
Wood cited Kretsch et al. (2001) showed further possibilities that our nutrition has a role with
affecting our cognitive functioning. Studies have been done with school-aged children and point to a
direct correlation between poor nutrition and lowered school performance. Iron has also been shown to
play an important role in brain function as well.
2.3.8 Extra curriculum activities and use of social networking sites
It has been generally assumed that participation in extracurricular activities has a positive impact
on the retention of students beyond the first year. However, many also believe that these activities may
actually affect student performance in a negative manner due to conflicting time requirements and
competing schedules, even if they do in fact enhance student persistence. Interestingly, relatively few
studies have been performed in either of these areas due to a lack of applicable data (Shiveley J, 2009).
Social networking sites such as Facebook, Friendster, Twitter and Plurk and services may be
claimed to gravely affect a student's academic performance yet there are certain issues that regard as
contrary to the belief (Dianalan., 2009).
12
2.3.9 Depression and Working stress
Performance in academic life demands all aspects of well-being, those that include physical,
social, emotional, spiritual, and psychological well-being (Crystal, Chen, Fuligni, Stevenson, Hsu, Ko,
Kitamura, & Kimura, 1994). Virginia et al (2009), found a negative significant relationship between
depression and academic performance. Further, they showed that students presenting moderate levels of
depressive symptoms demonstrated lower performance in academic environments compared to those
with normal and minimal levels of depression. Shields (2001) found an inverse relationship between
stress and academic performance. As stress increased, grade-point average declined. Struthers (2000)
found that stress was negatively related to academic performance among school children. Andrews &
Wilding (2004) found negative relationships between stress and academic success among students. They
revealed that stress reduced academic performance.
2.3.10 Behavior problem, emotional blackmailing from teachers, colleagues and Study attitude
Grades were chosen as indicators since they offer a very concrete measurement of student
performance. Moreover grading is the area that is directly influenced by the teacher’s attitude towards a
student (Birch & Ladd 1997; Hamre & Pianta 2001). Therefore, “teacher’s’ grades rather than
standardized test scores should be more related to student-teacher relationships and behavior as grades
are more subjective and the student-teacher relationship may play a more important role in assigning
grades process (DiLalla et al. 2003).
Psychological (emotional) abuse or emotional blackmailing that is most severe part of child abuse
(Crooks &Wolfe 2007 ) because “it is not visible by physical injuries, however, persists long and
destroys child’s normal development’’ (Shumba 2002, pg.784). Therefore, emotional abuse or emotional
blackmailing is not a way of mistreating the child by harming him/her physically (Glaser 2002). It is
13
more about a child abuse by: isolating, terrorizing, over-pressuring, rejecting and abusing verbally
(Hamarman & Bernet 2000, Crooks & Wolfe 2007).
McCoach (2002) attempted to predict academic achievement in adolescents using the School
Attitude Assessment Survey (SAAS). The SAAS attempts to predict academic achievement in students
by measuring their self-concept, self-motivation, self-regulation, and attitude toward school. While
there is not a lot of research regarding student’s perceptions and satisfaction with inclusion and its
relationship to academic achievement, much of the research reported and studies support the hypothesis
that students’ study attitudes and perceptions impact academic achievement. While it is still unclear
what role and/or impact the student’s academic setting has on academic achievement (Kinniard, 2010).
2.3.11 Addiction and Illegal activities
The Engberg & Morral (2006) paper, raise important and thought-provoking questions concerning
the role of adolescent substance use in academic performance. Godley (2006) makes the point that,
regardless of the nature of the relation between academic performance and substance use, educational
institutions are an important potential intervention environment for adolescents who are at risk for
substance use problems. Engberg & Morral (2006) suggest that adolescent drug use is related to
reductions in sustained engagement in academic pursuits, which implies that interventions outlined by
Godley (2006) could improve school engagement and attendance. Engberg & Morral’s (2006) data are
particularly compelling, as they demonstrate that reducing substance use through a treatment program
increases school attendance among heavy drug-using adolescents. Taken together, the results of both
empirical studies suggested that decreasing drug use will produce improvements in academic
performance.
The results of the estimated model strongly endorse the notion that acts of violence and crime do
adversely affect academic performance, though the magnitude of the effect is small (Carroll, 2010).
14
2.4 Economic factors
2.4.1 Job, Low Economic Status and High Prices
The research result of Arano et al. (2008) indicate that student employment has a negative effect
on academic performance for freshmen, but for upper classmen, the negative effect only occurs after
working longer hours. The negative effect is weakest for juniors, followed by seniors and sophomores.
The capitalist economy in our country has created a system of institutional classism. Education
has become the strongest determinant of social promotion. Children of all socioeconomic statuses
experience unique psychosocial and educational stressors. But the educational challenges that children
of low socioeconomic status face are the most serious and the most prevalent. Poverty is a violation of
human rights. It is systematic and predestines children of low socioeconomic status for academic failure.
Poverty represents blatant neglect of a whole population of citizens oppressed by a capitalist economy (
Andre S. et al, 2008). National Survey of Student Engagement, released in the mid of 2012, reveals that
more than a third of seniors and more than a quarter of freshmen did not purchase required academic
materials because of the cost, which cause low academic performance (Sander, 2012).
2.4.2 Transport Problem and Increasing Fees
In terms of transportation and fairs, the study has proven that students in urban areas had better
academic achievement than their rural counterpart. In other words, students in urban locations have a
very great advantage by learning in an urban environment, which apparently enriches their academic
knowledge, despite the apparent disadvantage, as it were, of having to learn in large classes. It is
recommended that the Government should bridge the gap between the rural and urban locations by
providing the rural dwellers the social amenities which will enhance better academic performance of
students in their final examinations (Owoeye et al., 2011).
15
An increase in tuition fees could plausibly cause enrollments to fall among individuals who are
relatively likely to work, or among those who are relatively unlikely to work. If tuition fees are more
likely to deter individuals of relatively low academic ability and if students of relatively low academic
ability are less likely to work than students of high academic ability then tuition fee increases will be
associated with a rise in the percentage of students who work, purely because of the compositional effect
(Neill, 2006).
2.5 Administration Role
2.5.1 Teaching Method and Less Attention of Teachers
Ckenzie, et al (1980) and Adesanya (2006) argues that the objectives of the teacher should also be
considered before the selection of any method. This implies that what the teacher intends to achieve at
the end of the lesson should be in line with the selected method. Agreeing to Omotere Adunola (2011)
research results the teaching method affect academic performance.
Sarwar (2002) concludes that high academic achievers have better study habits and more positive
study attitudes and attention than low academic achievers. Shah (2002) explores that teacher attitudes
and attention are one of the major factors affecting students learning. Additional teacher training may
improve not only teacher attitudes and attention, but also student performance.
2.5.2 Number of Scholarships
“Poverty must not be a bar to learning, and learning must be an escape from poverty.” These words
were spoken by President Lyndon B. Johnson in his “Great Society” speech of 1964 (Johnson, 1963-64).
This idea, and many others expressed in his great society speech, have greatly influenced and continue
to shape the way policymakers look at financial aid for higher education and effect on academic
performance. Overall the higher education participation rate since the 1960’s has increased dramatically,
16
with 24.4% of the population age 25 or older having a bachelor’s degree or more in 2000 compared to
just 7.7% in 1960 (US Census Bureau, 2006).
2.5.3 Examination system
According to Agbo (2003), among the forces behind examination malpractice is the teacher related
factor. Most often gross un-commitment to duty, results in anxiety created by non-completion of
syllabus. The author also said that some teachers are incompetent and so do not give the students the
right requirement for examination which affect the academic performance of students.
2.5.4 Recreational facilities
Cynthia & Megan (2008) confirmed a strong and positive relationship between quality of
recreational facilities and student academic performance. Olutola (1989) who used a checklist of
facilities in Kwara State and government policy on private schools to determine the relationship between
educational as well as recreational facilities and academic performance. If facilities have been found to
be related to academic performance, as reiterated by Ayodele (2000), Cynthia & Megan (2008), and
Philias & Wanjobi (2011).
2.6 Conclusion
In conclusion therefore, the researchers’ literature review highlighted several factors that contribute
to low academic performance as researched by different researchers internationally, also the review of
literature has provided a backing for the research objectives made in chapter 1 section 1.4. The
researchers would therefore like to go ahead and find out socio-economic factors behind low academic
performance with reference to University of Peshawar.
17
CHAPTER THREE
RESEARCH METHODOLOGY
This Chapter outlines the manner in which the study was conducted. The key components are the
research design, population, sample size and sampling technique, research instruments/tools, validity
and procedure.
3.1 Research Design
The study was conducted using quantitative research design and the proportional allocation
stratified random sampling method (p.4) because the study was intended to investigate the factors
affecting the academic performance of post graduate students. The study took the quantitative approach
because it was based on variables measured with numbers and analyzed with statistical procedures
(Martyn, 2008).
3.2 Population
The University of Peshawar Enrolment data 2010/2011 shows the number of post graduate
students was 2322 (University of Peshawar; Annual Report, 2012) (Appendix A). It was challenging for
researchers to target 2322 population and the sample size of 8.32% was very enormous for 2322. The
researchers chose sampling frame for sample size to improve efficiency. Importance of the sampling
frame is stressed by Jessen (1978), Carl-Erik Sarndal; Bengt Swensson; Jan Wretman (2003) and Peter
L. Bernstein (1998). Thus from six faculties of University of Peshawar the proportion of the population
was selected for sample frame thus the target population consisted of 961 students of UOP selected two
departments from each faculty presented in table 1. The respondents in this study were post graduate
students because the study was focused on the factors affecting academic performance of post graduate
students of UOP.
18
3. 3 Sample size and Sampling technique
According to Lynn Westbrook, Jack D Glazier, and Ronald R. Powell. (1997) selecting stratified
random sample, one must first divide all of the population elements into categories and then draw
independent random sample from each group or strata. This technique represents a modification of
causes needed to achieve a given degree of accuracy or representativeness. There are two basic types of
stratified random sample in which one is proportional allocation stratified random sampling. In drawing
a proportional allocation stratified random sample one would draw the same percentage from each
stratum. It is more likely, how-ever that the strata would not all have the same number of elements. In
that case, the same percentage would still be taken from each stratum, but the resulting numbers would
vary.
The sample size was 8.32 % which is 80 post graduate students selected from 961 students of
UOP during session 2010/2012. The sample consisted of 40 males and 40 female. The 80 respondents
were selected from the faculties of Arts & Humanities Anthropology, Faculty of Islamic & Oriental
Studies, Life & Environmental Sciences, Management & Information Sciences, Numerical & Physical
Sciences, and Social Sciences.
The sample size is shown in table 1. The numbers of 80 respondents were chosen basing on
proportion allocation stratified random sampling techniques. Random sampling was used in order to
avoid bias and to ensure that each post graduate student had an equal chance of being selected.
According to Amin (2005) randomization is effective in creating equivalent representative groups that
are essentially the same on all relevant variables thought of by the researchers.
With proportionate allocation stratification random, the sample size of each stratum is
proportionate to the population size of the stratum. Strata sample sizes are determined by the following
equation:
19
nh = ( Nh / N ) * n .....(I)
Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total
population size, and n is total sample size (Trek, 2012)(Appendix B).
3.4 Research Tools
Questionnaire (Appendix C) used as a tool for data collection because the population was
literate, large and time for data collecting data was limited (Sarantakos, 2005). The researchers
developed closed-ended questions because they are easy to fill, time budgeting and keep the respondents
focused on the subject. The questionnaire was divided into sections delineating personal information,
social factors, economic factors and administration role. However all questionnaires were correctly filled
and returned.
3.5 Validity of Research Tools
Validity of the questionnaire was obtained by presenting it to at least three professional people,
including the researcher’s supervisor because according to Amin (2005) content and construct validity is
determined by expert’s judgment.
20
Table No. 1: Sampling frame and Sample size
No. Faculty Total Population
Sampling frame
Total number of students Sample size
Male Female Total Male Female Total Male Female Total
1 Faculty of Arts & Humanities 98 85 183 Anthropology 32 12 112 3 2 9
English 17 51 2 2
2 Faculty of Islamic & Oriental Studies 88 115 203 Urdu 33 41 139 3 3 12
Islamiyat 15 50 3 3
3 Faculty of Life & Environmental
Sciences
152 295 447 Botany 20 72 178 3 4 15
Zoology 17 69 4 4
4 Faculty of Management &
Information Sciences
351
82
433
JMC 63 19 152 4 3 13
Library & Info.
Science
52 18 3 3
5 Faculty of Numerical & Physical
Sciences
301 129 430 Physics 86 32 186 4 4 15
Statistics 44 24 3 4
6 Faculty of Social Sciences 348 278 626 Psychology 09 89 194 4 4 16
Economics 39 57 4 4
1338 984 2322 427 534 961 40 40 80
Source: Directorate of admission, University of Peshawar; Annual report 2010-2011, University of Peshawar
21
3.6 Procedure
The researchers obtained a letter of permission to carry out the research was obtained from the Director
of Institute of Social work, Sociology and Gender studies (ISSG), University of Peshawar, the letter also
signed by the departments Director/Chairman where the study was conducted (Appendix D). The
researchers administered the questionnaires to 80 respondents. This data was collected in the month of
November, 2012 using questionnaires.
3.7 Data Analysis
Data from questionnaires was compiled, sorted, edited, classified and coded into a coding sheet
and analyzed using a computerized data analysis package known as Statistical Package for Social
Science and Microsoft excel 2010.
3.8 Ethical Consideration
Student’s enrollment lists and numbers and records on admission are property of the university.
The researchers therefore sought approval from ISSG Director and permission from the Director of
Admission, University of Peshawar to get the student’s enrollment lists and numbers and records for
research study (Appendix E). The researchers also assured respondents that the study was strictly
academic and that utmost confidentiality would be observed. The data used in this study was
anonymously coded and cannot therefore be traced back to individual students. During the research the
researchers faced some difficulties as well to access the respondents.
22
CHAPTER FOUR
DATA ANALYSIS
In this chapter the collected data is analyzed in tables, graphs and descriptive way.
4.1 Demographic data of respondents
The section shows the demographic data of the respondents such as sex, age, family type and
marital status.
4.1.1 Respondents by sex and age
Table 2 and graph 1 show the respondents Sex and Age
Age in
years
Sex and Age Total
Male Female
F %age F %age F %age
22-25 40 50 39 48.75 79 98.75
26-29 1 1.25 1 1.25
30-33
Total 40 50 40 50 80 100
Explanations
The table 2 and graph 1 illustrates the sex and ages of the respondents that out of total 80(100%)
respondents 40(50%) males and 39(48.75%) females were in the age group of 22-25 and 1(1.25%)
female was in the age group 26-29.
50%
0% 0%
48.75%
1.25% 0% 0%
25%
50%
75%
100%
22-25 26-29 30-33
Age in years
Sex and Age
Male
Female
23
4.1.2 Respondents marital status and family type
Table 3 shows the respondents marital status and family type
Family type
Marital status Total
Unmarried Married
F %age F %age F %age
joint 51 63.75 4 5 55 68.75
Nuclear 17 21.25 17 21.25
Any other 8 10 8 10
Total 76 95 4 5 80 100
Graph 2 shows the respondents marital status and family type
Explanations
The table 3 and graph 2 illustrate that out of 80 (100%), 51 (63.75%) respondents was
unmarried, low number of 4 (5%) was married and the family type was joint. 17 (21.25%) was single
living in nuclear family only 8 (10%) respondents was single and family type were neither joint nor
nuclear.
64.75%
21%
10% 5%
0% 0% 0%
25%
50%
75%
100%
Joint Nuclear Any Other
Family Type
Marital Status and Family Type
Unmarried
Married
24
4.2 Social factors behind low academic performance
The sections shows the data about social factors that cause low academic performance based on
objective 1 section 1.4 chapter one.
4.2.1 Family and marital responsibilities effects’ on academic performance
Table 4 shows response on family and marital responsibilities effects’ on academic performance
Response
Responsibilities effects’ on academic performance
Family responsibilities Marital responsibilities
F %age F %age
Agree 20 25 13 16.25
Disagree 56 70 62 77.50
Don’t know 4 5 5 6.25
Total 80 100 80 100
Graph 3 shows response on family and marital responsibilities effects’ on academic performance
Explanation
The table 4 and graph 3 illustrates that out of 80(100%) respondents 20 (25%) agree and
56(70%) were disagree that the family responsibilities cause of low academic performance although out
of 80(100%) respondents 13 (16.25%) agree and 62 (77.5%) were disagree that the marital
responsibilities cause of low academic performance.
25%
70%
5% 16.25%
77.50%
6.25%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Family and Marital Responsibilites effects' on academic
performance
Family Resposibilities
Marital Responsibilities
25
4.2.2 Depending on working hour and level of academic performance
Table 5 shows the academic performance depend on working hours
Response
Working hours in university Total
Less than 3
hours
Less than 6
hours
Less than 9
hours
More than 9
hours
F %age F %age F %age F %age F %age
High 4 5 4 5 1 1.25 9 11.25
Average 37 46.25 19 23.75 4 5 1 1.25 61 76.25
Low 10 12.50 10 12.50
Total 51 63.75 23 28.75 4 5 2 2.50 80 100
Graph 4 shows the academic performance depend on working hours
Explanation
The table 5 and graph 4 illustrates that 4 (5%), 4(5%), 1 (1.25%) students studied less than 3
hour, 6 hours and more than 9 hours correspondingly have high academic performance, 37 (46.25%),
19(23.75%), 4(5.0%) and 1(1.25%) studied less than 3hours, 6hours, 9 hours and more than 9 hours
correspondingly had average academic performance while 10(12.50%) studied less than 3 hours and
have low academic performance.
5%
46.25%
12.50% 5%
23.75%
0% 0% 5%
0% 1.25% 1.25% 0% 0%
25%
50%
75%
100%
High Average Low
Response
working hours and academic performance
Less than 3 hours
Less than 6 hours
Less than 9 hours
other hours
26
4.2.3 Regional, linguistic and racial difference effect on academic performance
Table 6 shows response on Regional, linguistic and racial difference cause low academic
performance.
Response
Effect on academic performance
Regional Linguistic Racial
F %age F %age F %age
Agree 29 36.25 48 60 27 33.75
Disagree 45 56.25 31 38.75 45 56.25
Don’t know 6 7.50 1 1.25 8 10
Total 80 100 80 100 80 100
Graph 5.0 shows Regional, linguistic and racial difference cause low academic performance
Explanation
The table 6 and graph 5 illustrate that out of 80(100%) respondents 29 (36.25%) agree,
45(56.25%) disagree that regional difference cause low academic performance, out of 80(100%)
48(60%) agree and 31(38.75%) disagree that linguistic differeence cause low academic performance and
out of 80(100%) respondetns 27(33.75%) agree and 45(56.25%) were disagree that racial difference
cause low academic performance.
36.25%
56.25%
7.50%
60%
38.75%
1.25%
33.75%
56.25%
10%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Regional, linguistic and recial difference effect on academic performance
Regional Difference
Linguistic difference
Racial Difference
27
4.2.4 Unfriendly relationship with colleagues and intimacy (love) affairs effect on academic
performance
Table 7 shows response on unfriendly relationship with colleagues and intimacy (love) affairs
effect on academic performance.
Response
Relationship effect on academic performance
Unfriendly relations Intimacy (love affairs )
F %age F %age
Agree 44 55 58 72.50
Disagree 35 43.75 20 25
Don’t
know
1 1.25 2 2.50
Total 80 100 80 100
Graph 6 shows response on unfriendly relationship with colleagues and intimacy (love) affairs effect on
academic performance.
Explanation
The table 7 and graph 6 illustrate that out of 80(100%) respondents 44 (55%) agree, 35(43.75%)
disagree that unfrinedly realtionship with collueagues cause low academic performance and out of
80(100%) 58(72.50%) agree and 20(25%) disagree that love affairs cause low academic performance.
55%
43.75%
1.25%
72.50%
25%
2.50%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Relationship effect on academic performance
Unfriendly with class mats
Love affairs
28
4.2.5 Learning in multicultural setting, low social status and discouraging environment effect on
academic performance
Table 8 shows the response of Learning in multicultural setting, low social status and
discouraging environment effect on academic performance
Response
Social factors which cause low academic performance
Learning in
multicultural setting
Low social status Discouraging
environment
F %age F %age F %age
Agree 36 45 42 52.50 64 80
Disagree 40 50 35 43.75 14 17.50
Don’t know 4 5 3 3.75 2 2.50
Total 80 100 80 100 80 100
Graph 7 shows the response of Learning in multicultural setting, low social status and discouraging
environment effect on academic performance.
Explanation
The table and graph 8 illustrate that out of 80(100%) respondents 36 (45%) agree, 40(50%)
disagree that learning in multiculture setting cause low academic performance, out of 80(100%)
42(52.50%) agree and 35(43.75%) disagree that low social status cause low academic performance and
out of 80(100%) respondetns 64(80%) agree and 14(17.50%) were disagree that racial difference cause
low academic performance.
45% 50%
5%
52.50% 43.75%
3.75%
80%
17.50% 2.50%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Teaching in multiculture settings, low social status, discouraging
environment
Learning in multiculture
settings
low social status
discouraging environment
29
4.2.6 Broken family, gender difference and residence problem in UOP effect on effect performance
Table 9 and graph 8 shows response of broken family, gender difference and residence problem
in UOP effect on academic performance.
Response
Social factors effect on academic performance
Broken family Gender difference Residence problem in
UOP
F %age F %age F %age
Agree 54 67.50 41 51.25 30 37.50
Disagree 24 30 38 47.50 48 60
Don’t know 2 2.50 1 1.25 2 2.50
Total 80 100 80 100 80 100
Explanation
The table 9 and graph 8 illustrate that out of 80(100%) respondents 54(6.50%) agree, 24(30%)
disagree that broken family cause low academic performance, out of 80(100%) 41(51.25%) agree and
38(47.50%) disagree that gender difference cause low academic performance and out of 80(100%)
respondetns 30(37.50%) agree and 48(60%) were disagree that residence problem in University of
Peshawar cause low academic performance.
67.50%
30%
2.50%
51.25% 47.50%
1.25%
37.50%
60%
2.50%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Broken Family, Gender Diffrence, residence problem in UOP
Broken Family
Gender Difference
Residence Problem in
UOP
30
4.2.7 Food quality in UOP, adjustment in UOP and stereotype thoughts of relatives about
university life effect on academic performance
Table 10 and graph 9 shows response of food quality in UOP, adjustment in UOP and stereotype
thoughts of relatives about university life effect on academic performance.
Explanation
The table 10 and graph 9 illustrate that out of 80(100%) respondents 23(28.75%) agree,
25(31.25%) disagree that food quality in UOP cause low academic performance, out of 80(100%) ,
40(50%) agree and 36(45.0%) disagree that adjustment in UOP cause low academic performance and
out of 80(100%) respondetns 25(31.25%) agree and 53(66.25%) were disagree that stereotype thoughts
of relatives about university life cause low academic performance.
28.75% 31.25% 40%
50% 45%
5%
31.25%
66.25%
2.50%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Food Quality, adjustment and Stereotype thoughts
Food Quality in UOP
Adjustment in UOP
Stereotype thoughts about
university life
Status
Social factors effect on academic performance
Food quality Adjustment in UOP Stereotype thoughts
F %age F %age F %age
Agree 23 28.75 40 50 25 31.25
Disagree 25 31.25 36 45 53 66.25
Don’t know 32 40 4 5 2 2.50
Total 80 100 80 100 80 100
31
4.2.8 Bad company/association, Campus politics and extra curriculum activities effect on academic
performance
Table 11 and graph 10 shows response of bad company/association, Campus politics and extra
curriculum activities effect on academic performance.
Response
Social factors effect on academic performance
Bad company /association Campus politics Extra curriculum
activities
F %age F %age F %age
Agree 72 90 58 72.50 36 45
Disagree 5 6.25 21 26.25 37 46.25
Don’t know 3 3.75 1 1.25 7 8.75
Total 80 100 80 100 80 100
Explanation
The table 11 and graph 10 illustrate that out of 80(100%) respondents 72(90%) agree, 5(6.25%)
disagree that bad company/association cause low academic performance, out of 80(100%) 58(72.50%)
agree and 21(26.25%) disagree that campus politics cause low academic performance and out of
80(100%) respondetns 36(45%) agree and 37(46.25%) were disagree that extra curriculum activities
cause low academic performance.
90%
6.25% 3.75%
72.50%
26.25%
1.25%
45% 46.25%
8.75%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Bad Compnay, campus politics and curriculum activties
Bad compnay
campus politics
curriculum activities
32
4.2.9 TV/Movies, social networking sites and visit of guests in the place of resident effect on
academic performance
Table 12 and graph 11 shows response of TV/Movies, social networking sites and visit of guests
in the place of resident effect on academic performance.
Response
Social factors
TV/movies Social networking sites Visit of guests
F %age F %age F %age
Agree 36 45 32 40 42 52.50
Disagree 37 46.25 42 52.50 36 45
Don’t know 7 8.75 6 7.50 2 2.50
Total 80 100 80 100 80 100
Explanation
The table 12 and graph 11 illustrate that out of 80(100%) respondents 36(45%) agree,
37(46.25%) disagree that watching TV/Movies cause low academic performance, out of 80(100%)
32(40%) agree and 42(52.50%) disagree that use of social networking sites cause low academic
performance and out of 80(100%) respondetns 42(52.50%) agree and 36(45%) were disagree that visit
of guests cause low academic performance.
45% 46.25%
8.75%
40%
52.50%
7.50%
52.50% 45%
2.50%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
TV/Movies, social networking site and frineds visit
TV/Movies
Social Networking site
Visit of guest
33
4.2.10 Depression effect on academic performance
Table 13 and graph 12 shows response of Depression effect on academic performance.
Response
Depression effect on academic performance Total
High Average Low No depression
F %age F %age F %age F %age F %age
Yes 39 45 22 27.50 7 8.75 12 15 80 100
Total 39 45 22 27.50 7 8.75
12
15
80
100 68(85%)
Explanation
The table 13 and graph 12 illustrate that out of 80(100%) respondents 68(85%) had any kind of
depression in which 39(45%) high , 22(27.50%) avaerage and 7(8.75%) had low effect on academic
performance due to deprssion while 12(15%) respondets had no deperssion.
45%
27.50%
8.75% 15%
0%
25%
50%
75%
100%
Yes
response
Depression effect on academic performance
High
Average
Low
No Depression
34
4.2.11 Working stress effect on academic performance
Table 14 and graph 13 shows response of working stress effect on academic performance.
Response
Working stress effect on academic performance Total
High Average Low No working
stress
F %age F %age F %age F %age F %age
Yes 19 23.75 17 21.25 29 36.25 15 18.75 80 100
Total 19 23.75 17 21.25 29 36.25
15
18.75
80
100 65(81.25%)
Explanation
The table 14 and graph 13 illustrate that out of 80(100%) respondents 65(81.25%) had working
stress in which 19(23.75%) high , 17(21.25%) avaerage and 29(36.25%) had low effect on academic
performance due to working stress while 15(18.75%) respondets had no working stress.
23.75% 21.25%
36.25%
18.75%
0%
25%
50%
75%
100%
Yes
Response
Working Stress
High
Average
Low
No working stress
35
4.2.12 Behavior problem from teachers and colleagues effect on academic performance
Table 15 and graph 14 shows response of Behavior problem from teachers and colleagues effect on
academic performance.
Response
Behavior problem from teachers and colleagues effect on
academic performance
Total
High Average Low No behavior
problem
F %age F %age F %age F %age F %age
Yes 8 10 12 15 2 2.50 58 72.50 80 100
Total 8 10 12 15 2 2.50 58 72.50 80 100
22 (27.50%)
Explanation
The table 15 and graph 14 illustrate that out of 80(100%) respondents 22(27.50%) had behavior
problem from teachers and colleaugues in which 8(10%) high , 12(15%) avaerage and 2(2.50%) had low
effect on academic performance due to behaior problem while 58(72.50%) respondets had no behavior
preoblem from teachers and colleagues.
10% 15%
2.50%
72.50%
0%
25%
50%
75%
100%
Yes
Response
Behavior problem from teachers and colleagues
High
Average
Low
No Behavior Problem
36
4.2.13 Physical impairment or illness effect on academic performance
Table 16 and graph 15 shows response of physical impairment or illness effect on academic
performance.
Response
Physical impairment or illness effect on academic performance Total
High Average Low No illness
F %age F %age F %age F %age F %age
Yes 15 18.75 11 13.75 5 6.25 49 61.25 80 100
Total 15 18.75 11 13.75 5 6.25 49 61.25 80 100
31(38.75%)
Explanation
The table 16 and graph 15 illustrate that out of 80(100%) respondents 31(38.75%) had any kind
of illnes in which 15(18.75%) high , 11(13.75%) avaerage and 5(6.25%) had low effect on academic
performance due to illness while 49(61.25%) respondets had no illness.
18.75% 13.75%
6.25%
61.25%
0%
25%
50%
75%
100%
Yes
Response
Physical impairment or illness
High
Average
Low
No illness
37
4.2.14 Emotional blackmailing effect on academic performance
Table 17 and graph 16 shows response of Emotional blackmailing effect on academic performance.
Response Emotional blackmailing effect on academic performance Total
High Average Low No
emotional
blackmailing
F %age F %age F %age F %age
Yes 33 41.25 6 7.50 11 13.75 30 37.50 80 100
Total 33 41.25 6 7.50 11 13.75 30 37.50 80 100
50(62.50%)
Explanation
The table 17 and graph 16 illustrate that out of 80(100%) respondents 50(62.50%) had any kind
of emotional blackmailing in which 33(41.25%) high , 6(7.50%) avaerage and 11(13.75%) had low
effect on academic performance due to emtional blackmailing while 30(37.50%) respondets had no
emotional balckmailing.
41.25%
7.50% 13.75%
37.50%
0%
25%
50%
75%
100%
Yes
Response
Emotional Blackmailing
High
Average
Low
No emotional
blackmailing
38
4.2.15 Study attitude effect on academic performance
Table 18 and graph 17 shows response of Study attitude effect on academic performance.
Response
Study attitude effect on academic performance Total
High Average Low Normal
attitude
F %age F %age F %age F %age F %age
Yes 60 75 7 8.75 6 7.50 7 8.75 80 100
Total 60 75 7 8.75 6 7.50 7 8.75 80 100
73(91.25%)
Explanation
The table 18 and graph 17 illustrate that out of 80(100%) respondents 73(91.25%) had study
attitude problem in which 60(75%) high , 7(8.75%) avaerage and 6(7.50%) had low effect on academic
performance due to study attitude problem while 7(8.75%) respondets had normal study attitutde.
75%
8.75% 7.50% 8.75%
0%
25%
50%
75%
100%
Yes
Response
Study Attitude
High
Average
Low
Normal Study attitude
39
4.2.16 Illegal activities effect on academic performance
Table 19 and graph 18 shows response of Illegal activities effect on academic performance.
Response
Illegal activities and academic performance Total
Not engaged Engaged and
affected
Engaged
but not
effected
Don’t know
F %age F %age F %age F %age
Agree 68 85 5 6.25 4 5 3 3.75 80 100
Explanation
The table 19 and graph 18 illustrate that out of 80(100%) respondents 68(85%) had never
engaged in illegal activties, 5(6.25%) engaged in illigal activtes and effected their academic
performacne, 4(5%) enagged in illigal activties but not effected their academic performacne while
3(3.75%) had no idea.
85%
6.25% 5% 4%
0%
25%
50%
75%
100%
Agree
Response
Illegal activities
Not engaged
Engaged and affected
Engaged but not effected
don’t know
40
4.2.17 Addiction effect on academic performance
Table 20 and graph 19 shows response of addiction effect on academic performance.
Response
addiction effect on academic performance Total
Cigarette Hashish Alcohol Any other No addiction
F %age F %age F %age F %age F %age F %age
High 2 2.50 1 1.25 3 3.75
Average 1 1.25 1 1.25 2 2.50
Low 1 1.25 2 2.50 2 2.50 5 6.25
Don’t know 70 87.50 70 87.50
Total 2 2.50 4 5 1 1.25 3 3.75 70 87.50 80 100
Explanation
The table 20 and graph 19 illustrate that out of 80(100%) respondents 10(12.50%) had low
academic performance due to addiction in which 3(3.75%) high, 2(2.50%) average, 5(6.25%) low effect
of addiction on academic performance. While 70(87.50%) had no addiction and don’t know the effect of
addiction on academic performance.
0% 1.25% 1.25% 0%
2.50%
0%
2.50%
0% 1.25% 0% 0% 0% 0%
1.25% 2.50%
0% 0% 0% 0%
87.50%
0%
25%
50%
75%
100%
High Average Low Don’t know
Response
Addication effect on academic performance
Cigarette
Hashish
Alcohol
Any other
No
Addiction
41
4.3 Economic factors behind low academic performance
The section shows the economic factors behind low academic performance based on objective 2
section 1.4 chapter 1.
4.3.1 Job, low economic status and spending money in love affairs effect on academic performance
Table 21 and graph 20 shows the response of Job, low economic status and spending money in
love affairs effect on academic performance.
Response
Economic factors which effect on academic performance
Job Low economic
status
Spending money in love
affairs
F %age F %age F %age
Agree 36 45 53 66.25 47 58.75
Disagree 33 41.25 12 15 28 35
Don’t know 11 13.75 15 18.75 5 6.25
Total 80 100 80 100 80 100
45% 41.25%
13.75%
66.25%
15% 18.75%
58.75%
35%
6.25%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Job, Low Economic Status and love affairs
job
low
economic
status
Spending
money in
love affairs
42
Explanation
The table 21 and graph 20 illustrate that out of 80(100%) respondents 36 (45%) agree,
33(41.25%) disagree that job effect academic performance, out of 80(100%) 53(66.25%) agree and
12(15%) disagree that low economic status effect academic performance and out of 80(100%)
respondetns 47(58.75%) agree and 28(35%) were disagree that spending movey in love affairs effect
academic performance.
43
4.3.2 Transport problem, high prices of commodities in UOP and increasing fees of UOP effect on
academic performance
Table 22 and graph 21 shows the response of Transport problem, high prices of commodities in
UOP and increasing fees of UOP effect on academic performance.
Response
Economic factors effect academic performance
Transport problem High prices in
UOP
Increasing fees
F %age F %age F %age
Agree 33 41.25 45 56.25 59 73.75
Disagree 45 56.25 33 41.25 17 21.25
Don’t know 2 2.50 2 2.50 4 5
Total 80 100 80 100 80 100
Explanation
The table 22 and graph 21 illustrate that out of 80(100%) respondents 33(41.25%) agree,
45(56.25%) disagree that transport problem effect academic performance, out of 80(100%) 45(56.25%)
agree and 33(41.25%) disagree that hihg prices of commodities in UOP effect academic performance
and out of 80(100%) respondetns 59(73.75%) agree and 17(21.25%) were disagree that increasing fees
of UOP effect academic performance.
41.25%
56.25%
2.50%
56.25%
41.25%
2.50%
73.75%
21.25%
5%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Transport, High Prices and Increasing Fees
transport
Problem
High
prices in
UOPIncreasin
g fees
44
4.4 Administration role with regard to students’ satisfaction
The section shows the administration role in academic performance with regard to student
satisfaction based on objective 3 section 1.4 in chapter 1.
4.4.1 Teaching method, less attention of teachers and number of scholarships effect on academic
performance
Table 23 and graph 22 shows the response of teaching method, less attention of teachers and
number of scholarships effect on academic performance.
Response
Administrator factors which cause low academic performance
Teaching method Less attention of
teachers
Number of scholarships
F %age F %age F %age
Agree 24 30 51 63.75 51 63.75
Disagree 53 66.25 27 33.75 25 31.25
Don’t know 3 3.75 2 2.50 4 5
Total 80 100 80 100 80 100
30%
66.25%
3.75%
63.75%
33.75%
2.50%
63.75%
31.25%
5%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Teaching Method, Less attention of Teachers and Number of
Scholarships
Teaching Method
Less attention of
Teachers
Number of
Scholarships
45
Explanation
The table 23 and graph 22 illustrate that out of 80(100%) respondents 24(30%) agree,
53(66.25%) disagree that teaching method effect academic performance, out of 80(100%) 51(63.75%)
agree and 27(33.75%) disagree that less attention of teachers effect academic performance and out of
80(100%) respondetns 51(63.75%) agree and 25(31.25%) were disagree that less number of scholarships
effect academic performance.
46
4.4.2 Infrastructure in UOP, recreational facilities and examination system effect on academic
performance
Table 24 and graph 23 shows the response of Infrastructure in UOP, recreational facilities and
examination system effect on academic performance.
Response
Administrator factors which cause low academic performance
Infrastructure in UOP Recreational
facilities
Examination system
F %age F %age F %age
Agree 48 60 31 38.75 35 43.75
Disagree 30 37.5 42 52.50 42 52.50
Don’t know 2 2.50 7 8.75 3 3.75
Total 80 100 80 100 80 100
Explanation
The table 24 and graph 23 illustrate that out of 80(100%) respondents 48(60%) agree,
30(37.5%) disagree that infrastructure in UOP is not up to date and effect academic performance, out of
80(100%) 31(38.75%) agree and 42(52.50%) disagree that fewer recreational facilitites effect academic
performance and out of 80(100%) respondetns 35(43.75%) agree and 42(52.50%) were disagree that
existing examination system effect academic performance.
60%
37.50%
2.50%
38.75%
52.50%
8.75%
43.75% 52.50%
3.75%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Infrastructure, Recreational Facilities and Examination System
Infrastructure in
UOP
Recreational
facilities
Examination
system
47
4.4.3 Classroom management, corruption in UOP and annual system effect on academic
performance
Table 25 and graph 24 shows the response of Classroom management, corruption in UOP and
annual system effect on academic performance.
Response
Administrator factors which cause low academic performance
Classroom management Corruption in UOP Annual System
F %age F %age F %age
Agree 24 30 51 63.75 27 33.75
Disagree 47 58.75 25 31.25 46 57.50
Don’t know 9 11.25 4 6.25 7 8.75
Total 80 100 80 100 80 100
Explanation
The table 25 and graph 24 illustrate that out of 80(100%) respondents 24(30%) agree,
47(58.75%) disagree that classroom management effect academic performance, out of 80(100%)
51(63.75%) agree and 25(31.25%) disagree that corruption exists in UOP and effect academic
performance and out of 80(100%) respondetns 27(33.75%) agree and 46(57.50%) were disagree that
annual system effect academic performance.
30%
58.75%
11.25%
63.75%
31.25%
6.25%
33.75%
57.50%
8.75%
0%
25%
50%
75%
100%
Agree Disagree Don’t know
Response
Classroom Management, Curruption and Annual System
Classroom
Management
Corruption in
UOP
Annual Exam
System
48
4.4.4 Less number of workshop effects on academic performance
Table 26 and graph 25 shows the response of less number of workshop effects on academic
performance.
Response
Less Number of workshops effect on academic performance Total
F %age F %age
Yes 34 42.50 34 42.50
No 41 51.25 41 51.25
Don’t know 5 6.25 5 6.25
Total 80 100 80 100
Explanation
The table 26 and graph 25 illustrate that out of 80(100%) respondents 34(42.50%) agree,
41(51.25%) disagree that less number of workshops/courses effect academic performance, and 5(6.25%)
had no idea about workshop/courses effect academic performance.
42.50%
51.25%
6.25%
0%
25%
50%
75%
100%
yes No Don’t know
Response
Less Number of work shops effect on academic performance
Less Number of work
shops cause low academic
performance
49
4.4.5 Impact of workshops/courses on academic performance
Table 27 and graph 26 shows the response of workshops/courses Impact on academic
performance.
Response
Impact of workshops/courses on academic performance Total
No impact Small impact Moderate impact Large impact
F %age F %age F %age F %age F %age
Agree 23 28.75 20 25 16 20 21 26.25 80 100
Explanation
The table 27 and graph 26 illustrate that all 80(100%) respondents were agree on which
23(28.75%) no impact, 20(25%) small impact, 16(20%) moderate impact and 21(26.25%) large impact
of workshops and courses on academic performance. No one were disagree with the statement.
28.75% 25%
20% 26.25%
0%
25%
50%
75%
100%
Agree
Response
Impact of workshops and courses
No impact
Small Impact
Moderate impact
Large Impact
50
CHAPTER FIVE
FINDINGS AND CONCLUSIONS
This chapter discusses the findings of the study as presented in chapter four. It also presents the
conclusions arising from the study and suggestions, which could improve academic performance of
students in Peshawar University.
5.1 Discussion on findings
For research study it was important to know some demographic data of the respondents. In
chapter four tables 2 and 3 shows demographic data with the item such as sex, age marital status and
family type.
The sex ratio was equal in the research study.
The majority of the respondents were in the age group of 22-25.
The majority of the respondents were unmarried
Majority of the respondents belong to joint family.
5.1.1 Objective one: social factors behind low academic performance of post graduate students
The objective one focus on social factor behind low academic performance of post graduate
students at University of Peshawar. Table number 4 to 20 shows the response of social factors also some
major socio-psychological factors included.
Majority was disagree that family and marital responsibilities cause of low academic performance.
Stephen J. Ceci and his colleagues (1997) research study shows that family and marital
responsibilities affect academic performance.
51
This difference in the current study and the Stephen and his colleagues (1997) study is due to socio-
cultural difference.
Depending on working hours majority was studying less than three hours and had average academic
performance. Sarath A. Nonis and Gail I. Hudson (2006) research result support that working hour’s
effect on academic performance.
Majority was disagree that, regional and racial difference cause low academic performance. David,
Morris, Jerome E. and Hayes-Bautista (2002) of the proponents of different theoretical perspectives
used to explain student achievement with regard to regional and racial difference.
Majority was agree that linguistic difference cause low academic performance. The findings were
supported by Cummins (1989).
Majority was agree that unfriendly relationship with colleagues, intimacy (love) affaires and bad
company/association cause low academic performance. Guldemond, (1994), Borden, & Greene
(1992) and Connell (1990) support the findings.
Majority was disagree that learning in multicultural setting cause low academic performance.
Majority was agree that low social status cause low academic performance. The findings were
supported by Eamon (2005).
Majority was agree that discouraging environment cause low academic performance. The findings
were supported by Giovanni B. Moneta, (2011).
Majority was agree that broken family cause low academic performance. Alika, Henrietta Ijeoma
Edosa, Ogboro Samson (2012) research study results support the findings.
Majority was agreeing that gender difference cause low academic performance.
Majority was disagree that residence problem in Peshawar university cause low academic
performance.
52
Majority was disagreeing that food quality in Peshawar University cause low academic performance.
Kretsch et al. (2001) study supports the findings.
Majority was agreeing that adjustment in Peshawar university cause low academic performance.
Majority was disagreeing that stereotype thoughts of relatives about University of Peshawar
environment cause low academic performance.
Majority was agree that campus politics cause low academic performance.
Majority was disagree that extra curriculum activities cause low academic performance. But the
study of Shiveley J, (2009) shows inverse relationship between extra curriculum activities and
academic performance.
Majority was disagree that watching TV/Movies and social networking site cause low academic
performance. While Dianalan, (2009) claimed that use of social networking sites affect students’
academic performance.
Majority was agree that visit of guest in the place of residence cause low academic performance.
Majority had high effect of depression on their academic performance.
Majority had low effect of working stress in Peshawar University on their academic performance.
Crystal, Chen, Fuligni, Stevenson, Hsu, Ko, Kitamura, & Kimura, (1994). Virginia et al (2009) and
Wilding (2004) found negative relationship.
Majority was no behavior problem from their teachers and colleagues which cause low academic
performance. According to DiLalla et al. (2003) students and teacher relationship play a more
important role in academic performance.
Majority had no physical impairment and illness which cause low academic performance.
Majority had emotional blackmailing from teachers and colleagues which cause low academic
performance. Accorgind to Shumba, (2002) Psychological abuse destroys child’s development.
53
Majority had high effect of study attitude on their academic performance.
Majority was not engaged in illegal activities. Carroll (2010) support the findings that The results of
the estimated model strongly endorse the notion that acts of violence and crime do adversely affect
academic performance, though the magnitude of the effect is small.
Majority was not addicts of substances like cigarette, hashish, alcohol and other. Godley (2006),
Engberg & Morral (2006) support the findings.
5.1.2 Objective two: Economic factors behind low academic performance of post graduate
students
The objective two focus on economic factors behind low academic performance of post graduate
students at University of Peshawar. Table number 21 and 22 shows the response of economic factors of
respondents.
Majority was agree that job cause low academic performance. The research result of Arano et al.
(2008) indicates that student employment has a negative effect on academic performance.
Majority was agree that low economic status cause low academic performance. Sander (2012)
supports the findings.
Majority was agree that spending money in love affairs cause low academic performance.
Majority was disagree that transportation and fair of transportation cause low academic performance.
Owoeye et al., (2011) support the findings.
Majority was agree that high prices of commodities, stationery and increasing tuition fees in
Peshawar University cause low academic performance. Findings supported by Neill (2006) and
Sander (2012).
54
5.1.3 Objective three: Administration role with regard to students satisfaction cause low academic
performance of post graduate students
The objective three focus on administration role with regard to students’ satisfaction cause low
academic performance of post graduate students at University of Peshawar. Table number 23 to 27
shows the response of administration role with regard to students’ satisfaction cause low academic
performance.
Majority was disagree that teaching method cause low academic performance in UOP. But Omotere
Adunola (2011) research results show that teaching method affect academic performance.
Majority was agree that less attention of teachers cause low academic performance. Sarwar (2002)
concludes that high academic achievers have better study habits and more positive study attitudes
and attention than low academic achievers.
Majority was agree that less number of scholarship cause low academic performance. “Poverty must
not be a bar to learning, and learning must be an escape from poverty.” These words were spoken by
President Lyndon B. Johnson in his “Great Society” speech of 1964.
Majority was agree that infrastructure in Peshawar University is not up to date which cause low
academic performance.
Majority was disagree that less recreational facilities cause low academic performance. Cynthia &
Megan (2008) confirmed a strong and positive relationship between quality of recreational facilities
and student academic performance.
Majority was disagree that existing examination system cause low academic performance. Agbo
(2003) discussed the examination system and academic performance of the students.
Majority was disagree that classroom management is not good which cause low academic
performance.
55
Majority was agree that the corruption exist in University of Peshawar which cause low academic
performance.
Majority was disagree that annual examination system cause low academic performance.
Majority was disagree that less number of workshops and courses cause low academic performance.
Majority was disagree that impact of workshop and courses have no impact on academic
performance.
5.2 Conclusions
In the light of objectives of the study the statistical analysis and findings of the study, the following
conclusions were drawn:
Depending on working hour’s effect on academic performance. The high working hours leads to
high academic performance. Less working hours lead to low academic performance.
Language is the medium of communication the language difference cause low academic
performance.
Unfriendly relation with class mats or colleagues or love affairs is the major cause of low academic
performance.
Low social status is cause of low academic performance.
Discouraging environment from teachers and colleagues cause low academic performance.
The members who belong to broken families have low academic performance.
Bad company, visit of large number of guest in the place of resident and campus politics cause low
academic performance.
Depression, study attitude in University is cause of low academic performance.
56
Some economic factors like job or employment to fulfill own needs and sometime family needs is
the cause of low academic performance.
Low economic status badly effecting academic performance.
Spending money in love affairs and no money left for academic life is the cause low academic
performance.
High prices of stationery and commodities which students not afford leads to low academic
performance.
Increasing tuition fees of Peshawar University cause low academic performance.
Less attention of teachers, less number of scholarships causes low academic performance.
Infrastructure in University of Peshawar is not up to date which cause low academic performance.
Corruption in University of Peshawar is the cause of low academic performance.
5.3 Suggestions
In the light of findings and conclusions of the study, following suggestions were made:
Students should study more than six hour to improve their academic performance.
All students should live friendly and cooperative with each other. University is the place to learn
therefore students should avoid love affairs and cheating and spending money in love affairs.
All humans are equal therefore there should be no favoritism on the base of race, sex, religion, and
locality.
Teachers should encourage their students and colleagues also cooperate with each other and
encourage others efforts in academic life.
57
The member who belong to broken families and have any kind of depression the university
administration should provide them counseling and arrange workshops and seminars for them to
improve their academic performance.
During working hours there should be no disturbance. The University of Peshawar administration
should take step in this regard.
The political parties should be banned in University.
There should be check and balance in the University markets and a discount on everything.
The tuition fees should not be too high. The University of Peshawar should keep low tuition fees.
The teachers should be devoted to their academic duties.
Infrastructure should be updated.
There should be check and balance in order to eradicate the corruption.
The government should allocate more funds for indigenous students’ scholarship.
5.4 Areas of Further research
The study investigated the socio-economic factors behind low academic performance. In order
to improve the academic performance of Post Graduate students each factor should be elaborated and
the reasons behind the factor should be known and the solution for the eradication of such factors which
cause low academic performance investigated.
58
REFERENCES
Acato, Y. (2006, February 21). Quality assurance vital. New vision, university guide 2006/2007.
Adesanya. (2006). The impact of teachers’ teaching methods on the academic performance of primary
school pupils in Ijebu-ode local government area of Ogun state. Retrieved November 2012, from
http://egoboosterbooks.files.wordpress.com/2011/12/teaching-methods-front-1.pdf
Admission, D. o. (2012). In N. Ahmed (Ed.). Peshawar: University of Peshawar.
Adunola, O. (2011). The impact of teachers’ teaching methods on the academic performance of primary
school pupils in ijebu-ode local government area of ogun state. Ego Booster Books. Retrieved
November 2012, from http://egoboosterbooks.files.wordpress.com/2011/12/teaching-methods-
front-1.pdf
Agbo, F. (2003). An Investigation into the forces behind examination malpractice. A challenge for
secondary school education in the 21st Century. Journal of the Curriculum Organization of
Nigeria, vol. 10(2), pp. 344-347.
Ahmad, W. (2011, November 24). Liaquat Ali Khan. Retrieved November 01, 2012, from
PAKHTUNKHWA.PK: http://www.pakhtunkhwa.pk/tag/pakistan-liaquat-ali-khan/
Alex, U., & Cervenan, A. (2005). Global Higher Education Rankings. Educational Policy Institute.
Toronto, Canada: Educational Policy Institute. Retrieved May 2012, from
http://www.educationalpolicy.org/pdf/global2005.pdf
Alika, Henrietta Ijeoma, Edosa, Ogboro Samson. (2012). Children of divorced parents (Education),
Academic achievement (Research), Broken homes (Research). College Student Journal . Project
Innovation (Alabama). Retrieved November 2012, from
http://www.freepatentsonline.com/article/College-Student-Journal/297135944.html
59
Alon, S. c. (2006). The Influence of Financial. Dept. of Sociology and Anthropology, Tel Aviv
University. Retrieved November 2012, from www.elservier.com/locate/econedurev.html &
www.census.gov
Amin, M. E. (2005). conception, methodology and analysis. In Social Science research. Kampala:
Makerere University Press.
Andrews, B., & Wilding, J. M. (2004). The Relation of Depression and Anxiety to Life Stress and
Achievement in students. British Journal of Psychology, 95, pp. 509-521.
Annie Ward, H. W.-W. (1996). Achievement and Ability Tests - Definition of the Domain. In
Educational Measurement (Vol. 2, pp. 2-5). University Press of America. ISBN:978-0-7618-
0385-0
Arano, Kathleen and Parker, Carl,. (2008). How Does Employment Affect Academic Performance
Among College Students? Journal of Economics, Forthcoming. Retrieved November 2012, from
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1141542
Ayodele, J. B. (2000). School Size, Class Size and Teacher’s Quality as Correlation of Internal
Efficiency in Primary School in Ondo State, Nigeria. Unpublished PhD Thesis.
Ayodele, S. (2006). Educational opportunities for Nigerian learner; How do we fare thus far? Network
for Gender Sensitive Educational Management in Africa and the British Counsul in Nigeria.
Nigeria: British Counsul.
Birch, S.H. & Ladd, G. W. (1997). The Teacher – Child Relationship and Children’s Early School
Adjustment. Journal of School Psychology, vol.35, p. 61.
Carl-Erik Sarndal; Bengt Swensson; Jan Wretman. (2003). Model assisted survey sampling (9-12 ed.).
Springer. ISBN:978-0-387-40620-6
60
Carroll, B. R. (2010). The Effects of School Violence and Crime on Academic Achievement. Davidson
College. Davidson College. Retrieved November 2012, from
http://www.davidson.edu/academic/economics/Student%20Research%20Papers/Brandon%20Ca
rroll%20paper.pdf
Castillo, J. J. (2009). convenience-sampling. Retrieved November 2012, from Explorable:
http://explorable.com/convenience-sampling.html
Chaudhry, A. I. (2004). Problem and prospects of higher education in Pakistan. Education and
Research. Rawalpindi: Higher Education Commission. Retrieved May 2012, from
http://eprints.hec.gov.pk/440/
Colarusso and O'Rourke. (2010). Cultural and Linguistic Diversity. Kendall Hunt Publishing Co.
Retrieved November 2012, from
http://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content/Higher_Education/Uploads/C
olarusso_CH04_5e.pdf
Connell, J. P. (1990). The self in transition: From infancy to childhood. In Context, self and action A
motivational analysis of self-system processes across the lifespan (pp. 61-97). Chicago:
University of Chicago Press.
Crooks, C. &Wolfe, D. (2007). Child Abuse and Neglect. In Assessment of Childhood Disorders (4th
ed.). New York and London.: The Gilford Press.
Crystal, D. S., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C., Ko, H., Kitamura, S., & Kimura, S.
(1994). Psychological maladjustment and academic achievement: a cross-cultural study of
Japanese, Chinese, and American high school students. In Child Development (pp. 738-753).
61
Cynthia, U., & Megan, T. (2008). The Walls Speak: the interplay of quality facilities, school climate,
and student achievement. Journal of Educational Administration, vol. 45(1), pp. 55-73.
Retrieved May 2012, from http://dx.doi.org/10.1108/09578230810849817
DAWN, T. (2012, April 3). Most alcohol, drug abuse starts in teen years-study. THE DAWN. Retrieved
May 17, 2012, from http://dawn.com/2012/04/03/most-alcohol-drug-abuse-starts-in-teen-years-
study/
Dianalan., K. B. (2009). Social networking sites affect one.s academic performance adversely. UST
College of Nursing. UST College of Nursing. Retrieved November 2012, from
http://rasoft.dip.jp/thesis/SOCIAL-NETWORKING-SITES-AFFECT-ONE%E2%80%99S-
ACADEMIC-PERFORMANCE-ADVERSELY.pdf
Diehl, D. S., Lemerise, E. A., Caverly, S. L., Ramsay, S., & Roberts, J. (1998). Peer relations and school
adjustment in ungraded primary children. Journal of Educational Psychology, 506-515.
DiLalla, L.F., Marcus, JL. & Wright-Phillips, M.V. (2003). Longitudinal effects of preschool behavioral
styles on early adolescent school performance. Journal of School Psychology, vol. 42, 385-40.
Dixon, S., & Oro, A. (1987, October ). Perinatal cocaine and methamphetamine exposure: Maternal and
neonatal correlates. Journal of Pediatrics, volume 111(Issue 4). Retrieved May 25, 2012, from
http://www.jpeds.com/article/S0022-3476(87)80125-7/abstract
Eamon, M. K. (2005). Social-demographic, school, neighborhood, and parenting influences on academic
achievement of latino young adolescents. Journal of Youth and Adolescence, 163-175.
Encyclopedias. (2012). Academic Achievement - Family Background And Family Structure. Retrieved
from Jrank: http://family.jrank.org/pages/11/Academic-Achievement-Family-Background-
Family-Structure.html
62
Engberg J, Morral AR. (2006). Reducing substance use improves adolescents' school attendance.
National Institutes of Health, US National Library of Medicine. Pittsburgh: National Institutes of
Health. Retrieved November 2012, from http://www.ncbi.nlm.nih.gov/pubmed/17156173
Engelbrecht P., K. S. (1996). Perspective on learning difficulties.
Explorable.com. (2008). Research Methodology. Retrieved November 2012, from Explorable:
http://explorable.com/research-methodology.html
Ford, T. R. (1957). Social Factors Affecting Academic Performance: Further Evidence. In The School
Review (Vol. 65, pp. 415-422). Chicago, USA: The University of Chicago Press. Retrieved
November 2012, from http://www.jstor.org/stable/1083751
Gary S. Becker. (1974). A Theory of Social Interactions. In Journal of Political Economy (Vol. 82, pp.
1063-1093). Retrieved May 2012, from http://pages.uoregon.edu/cjellis/441/Becker1.pdf
Giovanni B. Moneta, C. M. (2011). Intrinsic motivation, academic performance, and creativity in hong
kong college students. The Chinese University of Hong Kong, Psychology Department. Shatin,
N.T., Hong Kong: The Chinese University of Hong Kong. Retrieved November 2012, from
http://www.ugc.edu.hk/tlqpr01/site/abstracts/085_moneta.htm
Glaser, D. (2002). Emotional abuse and neglect (psychological maltreatment): a conceptual framework'.
In Child Abuse & Neglect (Vol. 26, pp. 697-714).
Global Education Digest. (2006). Comparing Education Statistics Across the World. UNESCO Institute
for Statistics. ISBN:92-9189-028-6
Govt. of Paksitan. (1998). Literacy. Retrieved May 2012, from Population Census Organization:
http://www.census.gov.pk/Literacy.htm
Guerrero, Anthony P. S.,Hishinuma, Earl S.,Andrade, Naleen N. (2006). Correlations among
Socioecomonic and Family Factors and Academic, Behavioral, and Emotional Difficulties in
63
Filipino Adolescents in Hawai'i. International Journal of Social Psychiatry, 52, pp. 343-359.
DOI:10.1177/0020764006065146
Guldemond, H. (1994). Van de kikker en de vijver. In Groepseffecten op individuele leerprestaties.
University of Amsterdam.
Hall, B., Scott, P. M., & Hakinberry, D. (2010, July/August). Prescription Drug Abuse & Addiction.
West Virginia Medical Journal, Vol.106(Special Issue). Retrieved May 18, 2012, from
http://www.wvmphp.org/WVSMA-Special_Edition_Article-Final-Proof.pdf
Hamarman, S.M. & Bernet, W. (2000). Evaluating and reporting emotional abuse in children: parent-
based, action-based focus aids in clinical decision-making. Journal of the American Academy of
Child & Adolescent Psychiatry, vol.39, 928-930.
Hamre, B. K. & Pianta, R.C. (2001). Early teacher-child relationship and the trajectory of children’s
school outcomes through eight grade. In Child Development (Vol. 72, pp. 625-638).
Harrington Godley S. (2006). Substance use, academic performance and the village school. National
Institutes of Health , US National Library of Medicine. Bloomington: National Institutes of
Health . Retrieved November 2012, from http://www.ncbi.nlm.nih.gov/pubmed/17156165
HEC. (2011, September). HEC Recognized Universities. Retrieved May 2012, from Higher Education
Commission of Pakistan: http://hec.gov.pk/OurInstitutes/Pages/Default.aspx
Hunt, N., & Tyrrell, S. (2001). Stratified Sampling. Retrieved November 08, 2012, from Coventry
University: http://www.coventry.ac.uk/ec/~nhunt/meths/strati.html
Hunter Taylor. (2012). Social Economic Factors. Retrieved November 02, 2012, from eHOW:
http://www.ehow.com/facts_5273126_social-economic-factors.html
J. S., T. G., & N. M. (2012). Emcdda insights. Luxembourg: Publications Office of the European
Union,.
64
J.Bell, M. (2012). Define Academic Performance. Retrieved November 01, 2012, from eHOW:
http://www.ehow.com/about_4740750_define-academic-performance.html
Jatinder, & Gulati. (2010). Child Malnutrition: Trends and Issues. Child Malnutrition. Retrieved from
http://www.krepublishers.com/02-Journals/T-Anth/Anth-12-0-000-10-Web/Anth-12-2-000-10-
Abst-PDF/Anth-12-2-131-10-513-Gulati-J-K/Anth-12-2-131-10-513-Gulati-J-K-Tt.pdf
Jess benhabib, A. B. (2011). Handbook of Social Economics, Elsevier. In Handbook of Social
Economics, Elsevier (Vol. 1A, pp. 1-1340). ISBN:978-0-444-53713-3
Jessen, R. J. (January, 1978). Statistical survey techniques. John Wiley & Sons Inc. ISBN:978-
0471442608
Jocation, A. (2011, January 12). Ranking by HEC. Retrieved November 01, 2011, from Jocation:
http://www.jocation.com/forum/Pakistani_Universities_ranking_by_HEC_42
John Eatwell, M. M. (1989). Social Economics: The New Palgrave. In reprint (Ed.), Social Economics
(pp. v-vi). Norton, 1989. doi:0393027279, 9780393027273
John Walsh. (2010, November 10). History of drugs: Narcotics antiquitus. The Independent. Retrieved
May 10, 2012, from http://www.independent.co.uk/life-style/health-and-
families/features/history-of-drugs-narcotics-antiquitus-2129660.html
Johnson, L. B. (1964). Great Society Speech. University of Michigan. Retrieved November 2012, from
http://coursesa.matrix.msu.edu/~hst306/documents/great.html
Jones, W. (2008, October 19). Stone age man took drugs. The Telegraph. Retrieved May 14, 2012, from
http://www.telegraph.co.uk/news/newstopics/howaboutthat/3225729/Stone-Age-man-took-
drugs-say-scientists.html
65
K. H. Rubin, & J. E. Ledingham. (1985). What's the point? Issues in the selection of treatment
objectives. In W. &. Furman, Children's peer relations: Issues in assessment and intervention
(pp. 41-54). New York: Springer-Verlag.
Kathuri, N. J, and Palls, A. D. (1993). Introduction to educational research. Egerton University
Education Book series.
Kellaghan, T. (1993). promoting parental involvement in the education of children. In The Home
environment and school learning (pp. 145-187). Jossey-Bass,University of Michigan.
ISBN:9781555425883
Khanehkeshi, A. (2012, June). The relationship of academic stress, depression, and self-efficacy with
academic performance among high school students in Iran. Indian Streams Research Journal,
1(12), pp. 1-4. Retrieved November 2012, from http://www.isrj.net/publishArticles/937.pdf
Kichura, V. (2012, May 03). What Are the Causes of Malnutrition. Retrieved May 2012, from
EHow.com: http://www.ehow.com/about_5135629_causes-malnutrition.html
Kinniard, J. (2010). Does Attitude Impact Academic Achievement? The Faculty of the College of
Education. Ohio University. Retrieved November 2012, from
http://www.cehs.ohio.edu/gfx/media/pdf/kinniard.pdf
Ladd, G. W., Kochendorfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and
victimization: Distinct correlational systems that contribute uniquely to children's school
adjustment? Child Development, 1181-1197.
Lassiter, K. (1995). "The Relationship Between Young Children's Academic Achievement and
Measures of Intelligence". In Psychology in the Schools (pp. 170-177). Retrieved November 01,
2012
66
Lynn Westbrook, Jack D Glazier, Ronald R. Powell. (1997). Survey Research and Sampling. In Basic
Research Methods for Librarians (Third ed., pp. 57-80). WestPort, CT 06881, United States of
America: Ablex Publishing Corporation. ISBN:1-56750-337-3
Magdol, L. (2011). Risk Factors for Adolescent. Retrieved November 01, 2012, from
http://familyimpactseminars.org/s_wifis11c01.pdf
Magnuson, K. (2007). "Maternal Education and Children's Academic Achievement During Middle
Childhood". In Developmental Psychology (pp. 1497-1512). Retrieved November 01, 2012
Mahadeen, A. Y. (2009). Jordan Journal of Agricultural Science. Jordan Journal of Agricultural
Science, Vol.5 No.2. Retrieved 10 08, 2012, from www.google.com
Martyn, S. (2008, June). Quantitative research design. Retrieved November 2012, from Explorable:
http://explorable.com/quantitative-research-design.html
Mary jane, M.Kirby. (2006). In The Advantages of Parental Involvement in Closing the Achievement
Gap (pp. 85-124). Ann Arbor: ProQuest Information and Learning Company.
McCoach, D. B. (2002). A validation study of the school attitude assessment survey. In Measurement
and Evaluation in Counseling and Development (pp. 66-77).
Md Aris Safree Md Yasin et al. (2011). Differences in depression, anxiety and stress between low-and
high-achieving students. Journal of Sustainability Science and Management, 6, pp. 169-178.
Retrieved November 2012, from http://jssm.umt.edu.my/files/2012/01/19.June11.pdf
Michael S. Lewis-Beck & Alan Bryman & Tim Futing Liao. (December 15, 2003). The SAGE
Encyclopedia of Social Science Research Methods (First ed.). Sage Publications Inc.
doi:10.4135/9781412950589
MindRocket, A. (2012). Graduate. Retrieved November 01, 2012, from MindRocket:
http://www.mindrocket.info/graduate.html
67
Miranda J. Lubbers , Margaretha P.C. Van Der Werf ,. (2006). The impact of peer relations on academic
progress in junior high. Journal of School Psychology. Retrieved 2012, from
http://ics.uda.ub.rug.nl/FILES/root/Articles/2006/LubbersMJ-Impact/63-LubbersMJ-Impact-
2006.pdf
Morris, Jerome E.; Hayes-Bautista, David E.; Mcclendon, Shederick A.; Flowers, Lamont A. (2002).
"Race, Ethnicity, and Culture.". Retrieved November 2012, from Encyclopedia of Education:
http://www.encyclopedia.com/doc/1G2-3403200513.html
Neill, C. (2006). The Effect of Tuition Fees on Students’ Work in Canada. Wilfrid Laurier University.
Retrieved November 2012, from http://www.wlu.ca/documents/17297/workstudy_March06.pdf
NTS test. (2011). University of Peshawar. Retrieved November 01, 2012, from NTStest.pk:
http://www.ntstest.pk/top-universities/university-of-peshawar.html
Omar A. Butt. (2011, February 28). DAWN NEWS. DAWN NEWS. Retrieved May 2012, from
http://dawn.com/2011/02/28/towards-e-learning/
Oso, W. &. (2005). A general guide to writing research proposal and report. In A handbook for
beginning researchers. Options press and publishers.
Owoeye, Joseph, Yara, Philias,. (2011). School Location and Academic Achievement of Secondary
School in Ekiti State, Nigeria. Asian Social Science, vol. 7. doi:10.5539/ass.v7n5p170
Peter L. Bernstein. (1998). Against the gods: the remarkable story of risk. John Wiley and sons. doi:978-
0-471-29563-1
Philias, O. Y., & Wanjobi, W. C. (2011). Performance Determinants of Kenya Certificate of Secondary
Education (KCSE) in Mathematics of Secondary Schools in Nyamaiya Division, Kenya. Asian
Social Science, vol 7(2), pp. 107-112.
68
Phillip, & Catherin Davis, P. M. (2008). Exercise and Children's Intelligence, Cognition and Academic
Achievemen. In Educational Psychology (pp. 111-131). Retrieved May 2012
Ramzan, M. (2007). Downloads. Retrieved May 16, 2012, from National Social Forum:
www.nsf.org.pk/downloads/Muhammad_Ramzan.pdf
Redding. (1999). In P. Redding, The logic of Affect (pp. 64-129). New York: Cornell University Press.
doi:0-8014-3591-9
Risi, S., Gerhardstein, R., & Kistner, J. (2003). Children's classroom peer relationship and subsequent
educational outcomes. Journal of Clinical and Adolescent Psychology, 351-361.
Robins, P. (1980). The Administrative process. Englewood Cliffs New Jersey: Prentice Hall Inc.
Ross, A. (2010). NUTRITION AND ITS EFFECTS ON ACADEMIC PERFORMANCE. In Nutrition
and Academic Performance (pp. 10-41). NORTHERN MICHIGAN UNDERSITY. Retrieved
November 2012, from http://www.nmu.edu/sites/DrupalEducation/files/UserFiles/Files/Pre-
Drupal/SiteSections/Students/GradPapers/Projects/Ross_Amy_MP.pdf
Rudolfo Chavez Chavez, Laura D. Belkin, Julie G. Hornback,. (1991). ISSUES AFFECTING
CULTURALLY, ETHNICALLY, AND LINGUISTICALLY DISTINCT. The Jornal of
Educational Issues of Language Minority Students, vol.8, pp.1-13. Retrieved November 2012,
from http://education.nmsu.edu/faculty/ci/ruchavez/publications/1_DroppingOutOfSchool.pdf
Saleemi, N. (1997). In Systems theory, analysis and design simplified. Nairobi: N.A Saleemi publishers.
Sander, L. (2012). Economy Affects Students' Academic Performance as Well as Spending Decisions.
The Chronicle of Higher Education. Retrieved November 2012, from
http://chronicle.com/article/Economy-Affects-Students/135790/
69
Sarah Andre. Kim Aubry. Patty Battista. Dave Passero. (2008). Socioeconomic Status and Education.
Retrieved November 2012, from wikiEdResearch:
http://wikiedresearch.wikidot.com/socioeconomic-status-and-education
Sarantakos, S. (2005). Social Research. In Social Research (3 ed.). New York: Palgrave Macmillan.
ISBN-10: 1403943206
Sarwar, M. (2002). Comparison of study Habits and Attitudes of Low and High Achievers at Secondary
Level. Islamabad: Uni. A.I.O. Islamabad.
Shah, M. (2002). Comparative Effectiveness of Teacher Training in Enhancing the Professional
Attitudes of B.Ed. Students admitted in Institutes of Education and Research NWFP. Islamabad:
College of Education Islamabad and Allama Iqbal Open.
Sharon Ellis, Marion Couldrey & Maurice Herson. (2008). Climate change and displacement. Egypt:
Image Production ISO 14001. Retrieved May 2012, from
http://www.fmreview.org/sites/fmr/files/FMRdownloads/en/FMRpdfs/FMR31/FMR31.pdf
Shields, N. (2001). Stress, active coping, and academic performance among persisting and nonpersisting
college students. Journal of Applied Biobehavioral Research, 6, pp. 65-81.
Shiveley J, J. W. (2009). The Impact of Extracurricular Activity on Student Academic Performance.
Sacramento: California State University,. Retrieved November 2012, from
http://www.csus.edu/oir/Assessment/Non-
academic%20Program%20Assessment/Student%20Activities/Student%20Activity%20Report%2
02009.pdf
Shumba, A. (2002). The nature, extend and effects of emotional abuse on primary school pupils by
teacher in Zimbabwe. In Child abuse & Neglect (Vol. 26, pp. 783-791).
70
Snijders, T. A. B., & Bosker, R. J. (1999). In Multilevel analysis. An introduction to basic and. London:
Sage Publications.
Struthers C.W. (2000). An examination of the relationship among academic stress, coping, motivation,
and performance in college. Research in Higher Education, 41(5), pp. 581-592.
Trek, S. (2012). Stratified Random Samples. Retrieved November 2012, from Stat Trek:
http://stattrek.com/sample-size/stratified-sample.aspx?Tutorial=Stat
University of Notre Dame. (2008). University Counseling Center. Retrieved November 2012, from
University of Notre Dame: http://ucc.nd.edu/self-help/academics-study-abroad-
careers/maximizing-academic-performance/
University of Peshawar. (2012). Annual Report. Directorate of Planning & Development. Peshawar:
University of Peshawar.
University of Peshawar. (2012). Enrollment Sheet. Peshawar.
UOP. (2008). University of Peshawar. Retrieved November 01, 2011, from University of Peshawar:
http://www.upesh.edu.pk/about_uop.html
UOP. (2012). Results. Retrieved May 2012, from University of Peshawar:
www.upesh.edu.pk/exmas/results
Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to
children's social and academic adjustment. In Merrill-Palmer Quarterly (pp. 461-477).
Virginia M. DeRoma, John B. Leach, J. Patrick Leverett. (2009). The relationship between depression
and academic performance. college student's journal. Retrieved November 2012, from
http://www.Findarticles.com
71
Von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2011). "The Hungry Mind: Intellectual Curiosity Is
the Third Pillar of Academic Performance". In Perspectives on Psychological Science (Vol.
vol.06, pp. 574-588). United Kingdom. DOI:10.1177/1745691611421204
Weihrich. H, Koontz. H, (1988). In Management. New York: McGraw-Hill. ASIN: B007ZJMN3Q
Wood M., Kretsch. (2001). Studies probe role of minerals in brain function. Agriculture Research.
World Health Organization. (2012, April). medical-dictionar. Retrieved May 2012, from
thefreedictionary.com: http://medical-dictionary.thefreedictionary.com/malnutrition
72
Appendix A
Enrollment data of post graduates during session 2010-11, University of Peshawar
No. FACULTIES OF PESHAWAR UNIVERSITY Total
Name of the Department Number of
students session
2010-11
Male Female
Faculty of Arts & Humanities
183
1 Anthropology 32 12
2 Archaeology 19 04
3 English 17 51
4 Fine arts and design 0 0
5 History 23 15
6 Philosophy 07 03
Faculty of Islamic & Oriental Studies
203
7 Arabic 09 22
8 Islamiyat 15 50
9 Pashto 27 02
10 Persian 04 0
11 Urdu 33 41
Faculty of Life & Environmental Sciences
447
12 Botany 20 72
13 Chemistry 53 84
14 Environment science 23 41
15 Geography 31 29
16 Urban and regional planning 08 0
17 Zoology 17 69
Faculty of Management & Information Sciences
18 Business administration 56 20
19 Journalism and mass communication 63 19
73
Source: Annual report University of Peshawar 2010-2011; directorate of admission, University of Peshawar
20 Library and information sciences 52 18
433 21 M. com 1 year 47 04
22 M. com 2 year 108 08
23 Public administration 25 13
Faculty of Numerical & Physical Sciences
430
24 Computer science 60 39
25 Electronics 61 03
26 Physics 86 32
27 Mathematics 50 31
28 Statistics 44 24
Faculty of Social Sciences
626
29 Economics 39 57
30 Gender studies 18 14
31 International relations 56 31
32 Political science 80 47
33 M. education 0 0
34 Psychology 09 89
35 Sociology 77 21
36 Social work 69 19
Total 1338 984 2322
74
Appendix B
Verification of sample size and strata
Nh N1= N1 (112), N2 (139), N3 (178), N4 (152), N5 (186), N6 (194)
N = 961
n= 80
(ns is the sample size for target population)ns=(80/961)*100 8.3%
Putting the values in the equation I:
Where strata nh n1, n2, n3, n4, n5, n6
n1= (112/961)*80 hence 9.3 9 thus (9.3/112)*100 = 8.3%
n2= (139/961)*80hence 11.5 12 thus (11.5/139)*100 =8.3%
n3= (178/961)*80hence 14.8 15 thus (14.8/178)*100 =8.3%
n4= (152/961)*80hence 12.6 13 thus (12.6/152)*100 = 8.3%
n5= (186/961)*80hence 15.4 15 thus (15.4/186)*100 = 8.3%
n6= (194/961)*80hence 16.1 16 thus (16.1/194)*100 =8.3%
____________________________________
The equation was presented by A.L. Bowley (1926). The sample of 80 students is 8.3% of the
target population 961 students thus adding the above strata sample numbers it’s verified that the sample
size is 80 and each strata sample is 8.3%.
75
Appendix C
Questionnaire
I- Personal information
1. What is your age and sex?
Age in years
Sex and Age
Male Female
22-25
26-29
30-33
2. What is your marital status and family type?
Family type
Marital status
Unmarried Married
Joint
Nuclear
Any other
II- Social factors
3. Do you think?
Cause low academic performance Agree Disagree Don’t know
Family responsibilities
Marital responsibilities
76
4. Depending on working hour what is your academic performance?
Response
Working hours in university
less than 3 hours less than 6 hours less than 9 hours more than 9 hours
High
Average
Low
5. Do you think?
Cause low academic performance agree disagree don’t know
Regional difference
Linguistic difference
Racial difference
Unfriendly relationship with class mates
Intimacy (love) affaires
Learning in multicultural settings
Low social status
Discouraging environment
Broken family
Gender difference
Residence problem in University of Peshawar
Food quality in University of Peshawar
77
Adjustment problem in University of Peshawar
Stereotypes thought of relatives about UOP
Bad company/ association
Campus politics
Extra curriculum activities
Watching TV/Movies
Use social networking sites
Visit of guests
6. Effect on academic performance
effect in academic performance high average low don’t have
Depression
Working stress in University of Peshawar
Behavior problem from colleagues and teachers
Physical impairment or illness
Emotional blackmailing
Study attitude
7. Illegal activities effect on academic performance
Illegal activities and academic performance
Not engaged Engaged and affected Engaged but not effected Don’t know
78
8. Addiction effect on academic performance
Response
addiction effect on academic performance
Cigarette Hashish Alcohol Any other No addiction
High
Average
Low
Don’t know
III- Economic factors
9. Do you think?
Cause low academic performance agree disagree don’t know
Doing a job
Low economic status
Spending money in love affairs
Transportation and fairs of transportation a problem
High prices of commodities and stationery in UOP
Increasing tuition fees of Peshawar University
IV- Administration role
10. Do you think?
Cause low academic performance agree disagree don’t know
Teaching method in University of Peshawar
79
Less attention of teachers in University of Peshawar
less number of scholarships for students
Infrastructure in UOP is not up to date
Less number of recreational facilities
Existing examination system
Classroom management
Corruption in UOP exist
Annual system
11. Less number of workshops/courses
Response
effect on academic performance
Yes
No
Don’t know
12. Effect of workshops/courses effect on academic performance
Impact of workshops/courses on academic performance
No impact Small impact Moderate impact Large impact
80
Appendix D
Permission letter for survey
To,
The Director/Chairman,
Department of _____________
University of Peshawar
Subject: Permission for survey
Dear Sir,
We are going to conduct a research survey in order to complete our master of sociology thesis at
university of Peshawar under the supervision of Lecturer Zafar Khan. The research thesis title is “socio-
economic factors behind low academic performance of post graduate students (a case study of
Peshawar University)”.
We request, your kind permission to conduct a survey at department of _______________,
University of Peshawar. We need to ask the post graduate students of ________________ department
some general questions and some questions about their academic performance. The survey takes
approximately 45 minutes to complete. The purpose of the survey is to help students to improve their
academic performance.
We are thankful to you for your assistance.
Sincerely,
Noor Ahmed
Muhammad Salman
Department of Sociology
Supervisor: Lecturer Zafar Khan
_____________________________________
Director: Institute of Social work, Sociology and
Gender studies
_______________________________________
81
Appendix E
Permission letter for getting enrollment list of post graduate during session 2010-12
To,
The directorate of admission
University of Peshawar,
Subject: Enrollment list of Post graduates during session 2010-12
Dear Sir,
It is kindly requested that we need the following details for our research thesis on the topic of "socio-
economic factors behind low academic performance of post graduate students (a case study of Peshawar
University)" in the department of sociology.
i. Total no of students at post graduate level during the session 2010-12
ii. Total no of department (only post graduate)
iii. No of students in each department at post graduate level
iv. Total No of male students at post graduate level during session 2010-12
v. Total no of female student at post graduate level during the session 2010-12
Yours obediently
Noor Ahmed
Muhammad Salman
Department of Sociology
The Director of Institute of Social work, Sociology and
Gender studies
_______________________________________
82
Note: this page is not the part of research thesis
To online view the research thesis color copy visit:
http://www.scribd.com/doc/118057252/M-A-Sociology-Thesis-UOP
Contact: [email protected]
New academic Block A, University of Peshawar