sociology thesis noor

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


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



Approved by: ________________________

Professor Dr. Niaz Muhammad

Director



External Examiner: ________________________

INSTITUTE OF SOCIAL WORK, SOCIOLOGY & GENDER STUDIES


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

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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

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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


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.

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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).

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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).

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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


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


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%


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%


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


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


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%


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


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%


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%


Response

Food Quality, adjustment and Stereotype thoughts

Food Quality in UOP

Adjustment in UOP

Stereotype thoughts about

university life

Status


Food quality Adjustment in UOP Stereotype thoughts


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


Bad company /association Campus politics Extra curriculum

activities


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%


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


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


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%


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


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


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


Response

Behavior problem from teachers and colleagues effect on


Total

High Average Low No behavior

problem


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


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


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


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%


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


43

4.3.2 Transport problem, high prices of commodities in UOP and increasing fees of UOP effect on


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


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


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%


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


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%


Response

Teaching Method, Less attention of Teachers and Number of

Scholarships

Teaching Method

Less attention of

Teachers

Number of

Scholarships

45

Explanation


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


Infrastructure in UOP Recreational

facilities

Examination system


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


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%


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


Classroom management Corruption in UOP Annual System


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


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%


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


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


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


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’


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


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


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

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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?


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?


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 _____________


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


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

http://www.scribd.com/doc/118057252/M-A-Sociology-Thesis-UOP

mailto:[email protected]

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