A Study of the Effect of Parental Educational Status on the Academic Achievement of SCHEDULED CASTE and Scheduled Tribe Students

Abstract

The objective of the present study is to find out the impact of parental educational status on the academic achievement of scheduled caste and scheduled tribe students enrolled in higher secondary schools. A total of 600 Scheduled Caste and Scheduled Tribe students were selected from higher secondary schools in Raipur district. The sample included an equal number of boys and girls, with 300 boys and 300 girls in total. Stratified sampling was used for the selection of subjects. The educational level of parents was measured using a single statement in which they were asked to mark the option that applied to their highest level of education: illiterate, primary education, secondary education, higher secondary, graduate, postgraduate, or doctorate. Parents with a combined score of more than 6 were categorized as having a high educational level, while those with a score of 6 or below were categorized as having a low educational level. The academic achievement of the selected students was based on the marks obtained in their previous year’s annual examination, which were collected with the permission of the school. Result revealed a significant positive impact of parental educational status on the academic achievement of scheduled caste and scheduled tribe students enrolled in higher secondary schools. It was suggested that schools focus on increasing parental involvement, providing guidance programs for children from less-educated families, and ensuring equal access to educational resources for all students.