SOCIO-ECONOMIC FACTORS BEHIND LOW ACADEMIC PERFORMANCE OF POST GRADUATE STUDENTS (A Case Study of Peshawar University)

NOOR AHMED MUHAMMAD SALMAN SOCIOLOGY

INSTITUTE OF SOCIAL WORK, SOCIOLOGY AND GENDER STUDIES UNIVERSITY OF PESHAWAR SESSION 2010-12

SOCIO-ECONOMIC FACTORS BEHIND LOW ACADEMIC PERFORMANCE OF POST GRADUATE STUDENTS (A Case Study of Peshawar University)

This thesis is submitted to the Institute of Social work, Sociology & Gender Studies, University of Peshawar, in partial fulfillment of the requirements for the Degree of Master in Sociology.

Submitted By: Noor Ahmed Muhammad Salman

Supervisor: Zafar Khan

INSTITUTE OF SOCIAL WORK, SOCIOLOGY & GENDER STUDIES UNIVERSITY OF PESHAWAR SESSION 2010-2012

i DECLARATION We, Noor Ahmed and Muhammad Salman, hereby declare that, this is our original work and has not been presented to any university or institution for any academic award.

Noor Ahmed Muhammad Salman .

Date:

ii APPROVAL SHEET The research thesis title Socio-Economic Factors behind Low Academic Performance of Post Graduate Students has been approved by the following panel of examiners in partial fulfillment of the requirements for the degree of master in Sociology. Researchers: ________________________ Noor Ahmed ________________________ Muhammad Salman Supervisor: ________________________ Mr. Zafar Khan Lecturer Institute of Social work, Sociology and Gender Studies. University of Peshawar Coordinator: ________________________ Dr. Anwar Alam Associate Professor Institute of Social work, Sociology and Gender Studies. University of Peshawar Approved by: ________________________ Professor Dr. Niaz Muhammad Director Institute of Social work, Sociology and Gender Studies. University of Peshawar External Examiner: ________________________

INSTITUTE OF SOCIAL WORK, SOCIOLOGY & GENDER STUDIES UNIVERSITY OF PESHAWAR SESSION 2010-2012

iii DEDICATION This Thesis is dedicated to my Family, especially my elder brothers Surgeon Dr. Yaqoob Khan and Dr. Baber Khan who are looking for my bright future. Also I dedicated to my best friend Moeen Afridi (late) Master in Sociology, New Final Year (2012), University of Peshawar. Noor Ahmed

This Thesis is dedicated to my all family particularly to my sister. She always guided and encouraged me in every difficult phase of life. I dont 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 Approval Sheet Dedication Acknowledgement Table of Contents List of tables List of Figures Abbreviations Abstract CHAPTER ONE : INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Background Statement of the Problem Purpose Research Objectives Research Questions Scope Significance Organization of the study CHAPTER TWO: REVIEW OF LITERATURE 2.1 2.2 2.3 Academic Review Conceptual Frame Work Social Factors 2.3.1 Family and marital Responsibilities i ii iii iv v viii x xi xii 1 1 2 3 3 3 3 4 4 6 6 7 8 8

vi 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 Multicultural, regional, linguistic and racial differences Peer relations and association Low social status Discouraging environment Broken families Food quality Extra curriculum activities and use of social networking sites Depression and Working stress 8 9 10 10 11 11 11 12 12 13 14 14

2.3.10 Behavior problem, emotional blackmailing and Study attitude 2.3.11 Addiction and Illegal activities 2.4 Economic Factors 2.4.1 2.4.2 2.5 Job, Low economic status and high prices Transport problem and increasing fees

Administration Role 2.5.1 2.5.2 2.5.3 2.5.4 Teaching method and Less attention of teachers Number of Scholarships Examination System Recreational Facilities

15 15 15 16 16 16 17 17 17 18 19

2.6

Conclusion CHAPTER THREE: RESEARCH METHODOLOGY

3.1 3.2 3.3 3.4

Research Design Population Sample size and sampling technique Research Tools

vii 3.5 3.6 3.7 3.8 Validity of Research Tools Procedure Data analysis Ethical Consideration CHAPTER FOUR: DATA ANALYSIS 4.1 4.2 4.3 4.4 Demographic data of respondents Social factors behind low academic performance Economic factors behind low academic performance Administration role with regard to students satisfaction CHAPTER FIVE: FINDINGS AND CONCLUSION 5.1 Discussion on Findings 5.1.1 5.1.2 5.1.3 5.2 5.3 5.4 Objective one: Social factors Objective two: Economic factors Objective three: Administration role 19 21 21 21 22 22 24 41 44 50 50 50 53 54 55 56 57 58 72 72 74 75 80 81

Conclusions Suggestions Areas of Further research REFERENCES APPENDICES APPENDIX A: Enrollment list APPENDIX B: Verification of sample size APPENDIX C: Questionnaire APPENDIX D: Permission letter for survey APPENDIX E: Letter to directorate of admission

viii LIST OF TABLES Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Sample size Respondents by sex and age Respondents marital status and family type Family and marital responsibilities effects on academic performance Depending on working hour and level of academic performance Regional, linguistic and racial difference effect on academic performance 20 22 23 24 25 26

Unfriendly relationship with colleagues and intimacy (love) affairs effect 27 on academic performance

Table 8

Learning in multicultural setting, low social status and discouraging 28 environment effect on academic performance

Table 9

Broken family, gender difference and residence problem in UOP effect on 29 effect performance

Table 10

Food quality in UOP, adjustment in UOP and stereotype thoughts of 30 relatives about university life effect on academic performance

Table 11

Bad company/association, Campus politics and extra curriculum activities 31 effect on academic performance

Table 12

TV/Movies, social networking sites and visit of guests in the place of 32 resident effect on academic performance

Table 13 Table 14 Table 15

Depression effect on academic performance Working stress effect on academic performance

33 34

Behavior problem from teachers and colleagues effect on academic 35 performance

Table 16

Physical impairment or illness effect on academic performance

36

ix Table 17 Table 18 Table 19 Table 20 Table 21 Emotional blackmailing effect on academic performance Study attitude effect on academic performance Illegal activities effect on academic performance Addiction effect on academic performance 37 38 39 40

Job, low economic status and spending money in love affairs effect on 41 academic performance

Table 22

Transport problem, high prices of commodities in UOP and increasing fees 43 of UOP effect on academic performance

Table 23

Teaching method, less attention of teachers and less number of 44 scholarships effect on academic performance

Table 24

Infrastructure in UOP, recreational facilities and examination system effect 46 on academic performance

Table 25

Classroom management, corruption in UOP and annual system effect on 47 academic performance

Table 26 Table 27

Less number of workshop effects on academic performance Impact of workshops/courses on academic performance

48 49

S. No. Figure 1

LIST OF FIGURES Conceptual framework of the factors affecting academic performance

P. No. 7

xi

ABBREVIATIONS S. No. 1 2 3 4 5 6 7 ISSG JMC NSSE SAAS SPSS TV UOP Institute of Social Work, Sociology and Gender Studies Journalism and Mass Communication National Survey of Student Engagement School Attitude Assessment Survey Statistical Package for Social Science Tele Vision 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 individuals 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 socioeconomic factors that affect academic performance of post graduate students. The study covered the period of academic session 2010/2011 and 2011/2012.

4 1.7 Significance A lot of research has been done on factors affecting academic performance of university students but there is scarce information about academic performance of students at Peshawar University. The study will enable the researchers to make suggestions to post graduate students of Peshawar University and university policy makers especially those in the Quality Assurance unit, the Central Academic office on what policies and strategies can be employed to improve academic performance in faculties of University. The findings will help the University Examinations Board to review its methods of examinations in order to improve academic performance. The report will also be a source of reference for other researchers intending to study academic performance of Peshawar University students. 1.8 Organization of the study The research thesis are divided into five chapters the current chapter focus on the background and introduction to the research study, purpose, objectives, scope and significance of the study. CHAPTER TWO: REVIEW OF LITERATURE Chapter Two contains previous studies and research in which academic review and the review of related literature. CHAPTER THREE: RESEARCH METHODOLOGY Chapter three outlines the manner in which the study was conducted. The key components are the research design, population, sample size and sampling technique, research instruments/tools, validity and procedure. CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION In chapter four the collected data is analyzed in tables, graphs and descriptive way.

5 CHAPTER FIVE: FINDINGS AND CONCLUSIONS Chapter five discusses the findings of the study as presented in chapter four. It also presents the conclusions arising from the study and suggestions, which could improve academic performance of students in Peshawar University.

6 CHAPTER TWO

REVIEW OF LITERATURE
This chapter contains previous studies and research in which academic review and the review of related literature. 2.1 Academic Review This chapter provides an account of the literature reviewed on low academic performance of post graduates. The purpose of the literature review is to outline the factors that contribute towards the low academic performance of post graduate, focusing on socio-economic factors. Numerous studies link the low academic performance of learners to socio-economic problems, poverty, and politics (Engelbrecht P., 1996). Robbins (1980) argued that organizations were increasingly described as absorbers, processors and generators and that the organizational system could be envisioned as made up of several interdependent factors. System advocates, according to Robbins (1980) have recognized that a change in any factor within the organization has an impact on all other organizational or subsystem components. Thus the inputs, the processors and the generators should function well in order to achieve the desired outcome. Saleemi (1997) in agreement with Robbins (1980) argued that all systems must work in harmony in order to achieve the overall goals. According to the input-output model, it is assumed that the socio-economic factors of students will perform well if the university facilities are good, the lecturers and the management of the university is good which may not always be the case and this is the shortcoming of this theory. According to Oso and Onen (2005), the interrelationships among parts of a system have to be understood by all parties involved. This theory requires a shared vision so that all people in the university have an idea of what they are trying to achieve from all parties involved, a task that is not easy to achieve.

7 Except the foremost socio-economic factors the researchers also identified some extraneous factors, which may affect academic performance, these include, the university management, facilities and the quality of lectures among many. These variables are part of the input and process explained in the Ludwigs 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 Systems 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

Independent variable

Dependent Variable

Extraneous Variable
Socio-Economic Factors

Academic Performance University Facilities and Management

Source: Adopted from Koontz and Weihrich (1988:12).

8 Fig 1 shows the linkage between different factors and academic performance. It shows that academic performance as a dependent variable and socio-economic factors are independent variable. This section is divided into three subsections. The first section reviews related literature on the concept of social factors behind low academic performance, followed by the subsection which reviews literature on the concept of economic factors behind low academic performance. The final subsection reviews literature on the concept administration role and academic performance. 2.3 Social factors 2.3.1 Family and marital responsibilities Investigations that have adopted refined measures of family influences have tended to show that they are related more strongly to academic outcomes than are more global measures of family background. Kellaghan and this colleague (1993) propose that for academic performance, it is what parents do in the home, and not children's family background that is significant. Similarly, Sam Redding (1999) indicates that in relation to academic outcomes, the potential limitations associated with poor economic circumstances can be overcome by parents who provide stimulating, supportive, and language-rich experiences for their children. It is important, however, to recognize the nature of the interrelationships between family background characteristics and more refined family influences. In the development of a model of human development, for example, Stephen J. Ceci and his colleagues (1997) propose that the efficacy of a family influence for academic success is determined to a large degree by a child's family background. Family environment is the most powerful influence in determining a child's academic motivation and achievement. 2.3.2 Multicultural, regional, linguistic and racial differences According to David, Morris, Jerome E. and Hayes-Bautista (2002) of the proponents of different theoretical perspectives used to explain student achievement, the ones that have provoked the greatest

9 degree of controversy the geneticists place ethnicity and race at the center of their thesis, also during the 1960s, anthropologists began to challenge cultural deprivation theories by positing an alternative view of the academic failures of ethnic and racial minority students. This new group of theorists argued that the extent to which students learned or did not learn in schools reflected the cultural differences of the groups, which were either congruent with or in-congruent with the dominant culture of schools. Building on this view, sociolinguists during the 1970s followed by asserting that differences in culture resulted in cultural and linguistic conflicts between students and their teachers. Cummins (1989) has argued that crucial messages are conveyed in subtle ways to culturally, ethnically, and linguistically distinct students about the validity of (or lack of) their language and cultural identity. Educators many times do provide but often fail to provide latitude and encouragement for students to express their cultural/ethnic and linguistic identity through their shared experiences with other students and adults. Additionally, educators have the choice to collaborate with culturally, ethnically, and linguistically distinct parents as partners in the shared enterprise of schooling whereby contributing to students academic and personal empowerment. 2.3.3 Peer relations and association Peer relations are often studied within classrooms (Snijders & Bosker, 1999). Connell (1990) defined the need for relatedness as the need to feel securely connected to the social surround and the need to experience oneself as worthy and capable of love and respect Research has established a significant link between children's relations with peers and their academic performance. Students who are poorly accepted by their classmates tend to have lower grades (Guldemond, 1994; Borden, & Greene, 1992). For peer acceptance and number of friends, some authors found additive effects (Diehl et al., 1998; Vandell & Hembree, 1994); others found redundant relations (Risi et al., 2003), while the study of Ladd et al. (1997) suggested that there are differential patterns of association depending on the outcome measure used. These findings are consistent with the view that distinct features of peer

10 relations have distinct functions: Friendships provide affection, intimacy, and a sense of reliable alliance, peer acceptance gives students a feeling of inclusion, whereas either can provide companionship and instrumental aid (Furman & Robbins, 1985). 2.3.4 Low social status The relative social class of a student body also affects academic achievement. Students from low socioeconomic background who attend poorly funded schools do not perform as well as students from higher classes adolescents who live in higher quality neighborhoods typically perform better in school than those who live in poorer neighborhoods. Poorer neighborhoods often lack positive role models, adult supervision, and connections to good schools. That kind of environment often prevents students from crating healthy social networks and leads to a lack of motivation which negatively affects academic performance (Eamon, 2005). 2.3.5 Discouraging environment A consistent body of research conducted in North America indicates that trait intrinsic motivation facilitates creativity and academic performance, whereas extrinsic motivation hinders creativity but has no effect on academic performance. Giovanni B. Moneta and Christy M.Y. Siu examined the effects of trait intrinsic and extrinsic motivations in Hong Kong college students. Findings suggest that the Hong Kong college environment (a) constrains and/or penalizes the expression of intrinsic motivation and, thus, creativity, and (b) facilitates and/or rewards the expression of extrinsic motivation and, thus, means-end opportunism. The negative consequences of this situation on students' development and quality of learning are discussed, and possible remedies are outlined (Giovanni B. Moneta, 2011).

11 2.3.6 Broken families The study of Alika, Henrietta Ijeoma Edosa, Ogboro Samson (2012) has attempted to investigate the relationship between broken homes and academic achievement of students. The findings showed that there was a negative significant relationship between academic performance and broken homes. This finding is in agreement with that of Scales and Roehlkepartain (2003) who found that the family and its structure play a great role in students' academic performance. A broken home could be a great obstacle to a student, his ability and maturation to succeed academically. Moreover, this finding is in agreement with that of Ayodele (2006) who asserted that the environment where a child finds himself goes a long way in determining his learning ability and ultimately his academic performance in school. 2.3.7 Food quality Wood cited Kretsch et al. (2001) showed further possibilities that our nutrition has a role with affecting our cognitive functioning. Studies have been done with school-aged children and point to a direct correlation between poor nutrition and lowered school performance. Iron has also been shown to play an important role in brain function as well. 2.3.8 Extra curriculum activities and use of social networking sites It has been generally assumed that participation in extracurricular activities has a positive impact on the retention of students beyond the first year. However, many also believe that these activities may actually affect student performance in a negative manner due to conflicting time requirements and competing schedules, even if they do in fact enhance student persistence. Interestingly, relatively few studies have been performed in either of these areas due to a lack of applicable data (Shiveley J, 2009). Social networking sites such as Facebook, Friendster, Twitter and Plurk and services may be claimed to gravely affect a student's academic performance yet there are certain issues that regard as contrary to the belief (Dianalan., 2009).

12 2.3.9 Depression and Working stress Performance in academic life demands all aspects of well-being, those that include physical, social, emotional, spiritual, and psychological well-being (Crystal, Chen, Fuligni, Stevenson, Hsu, Ko, Kitamura, & Kimura, 1994). Virginia et al (2009), found a negative significant relationship between depression and academic performance. Further, they showed that students presenting moderate levels of depressive symptoms demonstrated lower performance in academic environments compared to those with normal and minimal levels of depression. Shields (2001) found an inverse relationship between stress and academic performance. As stress increased, grade-point average declined. Struthers (2000) found that stress was negatively related to academic performance among school children. Andrews & Wilding (2004) found negative relationships between stress and academic success among students. They revealed that stress reduced academic performance. 2.3.10 Behavior problem, emotional blackmailing from teachers, colleagues and Study attitude Grades were chosen as indicators since they offer a very concrete measurement of student performance. Moreover grading is the area that is directly influenced by the teachers attitude towards a student (Birch & Ladd 1997; Hamre & Pianta 2001). Therefore, teachers 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 childs 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 students 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 students 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 & Morrals (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 1960s has increased dramatically,

16 with 24.4% of the population age 25 or older having a bachelors 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 researchers supervisor because according to Amin (2005) content and construct validity is determined by experts judgment.

20 Table No. 1: Sampling frame and Sample size No. Faculty Male 1 Faculty of Arts & Humanities 98 Total Female 85 Total 183 Population Sampling frame Anthropology English 2 Faculty of Islamic & Oriental Studies 88 115 203 Urdu Islamiyat 3 Faculty of Life & Environmental Sciences 4 Faculty of Management & Information Sciences 351 82 433 Library & Info. Science 5 Faculty of Numerical & Physical Sciences 6 Faculty of Social Sciences 348 278 626 301 129 430 Physics Statistics Psychology Economics 1338 984 2322 86 44 09 39 427 32 24 89 57 534 961 194 186 4 3 4 4 40 4 4 4 4 40 80 16 15 52 18 3 3 152 295 447 Botany Zoology JMC Total number of students Male 32 17 33 15 20 17 63 Female 12 51 41 50 72 69 19 152 178 139 Total 112 Male 3 2 3 3 3 4 4 Sample size Female 2 2 3 3 4 4 3 13 15 12 Total 9

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 Students 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 students 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 Sex and Age Male Female %age F %age 50 39 48.75 1 1.25 50 40 50 Total F 79 1 80 %age 98.75 1.25 100

Age in years 22-25 26-29 30-33 Total

F 40

40

Sex and Age 100% 75% 50% 25% 0%

50% 48.75% Male 0% 22-25

1.25%

0%

0%

Female

26-29 Age in years

30-33

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.

23 4.1.2 Respondents marital status and family type Table 3 shows the respondents marital status and family type Marital status Family type Unmarried F joint Nuclear Any other Total 51 17 8 76 %age 63.75 21.25 10 95 4 5 Married F 4 %age F 5 %age Total

55 68.75 17 21.25 8 10

80 100

Graph 2 shows the respondents marital status and family type Marital Status and Family Type 100% 75% 50% 25% 5% 0% Joint Nuclear Family Type Any Other 21% 10% 0% 0%
64.75%

Unmarried Married

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.

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 Responsibilities effects on academic performance Response Family responsibilities F 20 56 4 80 %age 25 70 5 100 Marital responsibilities F 13 62 5 80 %age 16.25 77.50 6.25 100

Agree Disagree Dont know Total

Graph 3 shows response on family and marital responsibilities effects on academic performance Family and Marital Responsibilites effects' on academic performance 100% 75% 50% 25% 0% Agree Disagree Response Dont know
25% 16.25% 5% 6.25% 70% 77.50%

Family Resposibilities Marital Responsibilities

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 4.2.2 Depending on working hour and level of academic performance Table 5 shows the academic performance depend on working hours Working hours in university Response Less than 3 hours F High Average Low Total 4 37 10 51 %age 5 46.25 12.50 63.75 23 28.75 4 5 2 2.50 F 4 19 Less than 6 hours %age 5 23.75 4 5 F Less than 9 hours %age F 1 1 More than 9 hours %age 1.25 1.25 F 9 61 10 80 %age 11.25 76.25 12.50 100 Total

Graph 4 shows the academic performance depend on working hours working hours and academic performance 100% 75% 50% 25%
5% 5% 0% 1.25% 46.25% 23.75% 5% 1.25% 12.50% 0% 0% 0%

Less than 3 hours Less than 6 hours Less than 9 hours other hours

0% High Average Response Low

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.

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. Effect on academic performance Response Regional F Agree Disagree Dont know Total 29 45 6 80 %age 36.25 56.25 7.50 100 Linguistic F 48 31 1 80 %age 60 38.75 1.25 100 Racial F 27 45 8 80 %age 33.75 56.25 10 100

Graph 5.0 shows Regional, linguistic and racial difference cause low academic performance Regional, linguistic and recial difference effect on academic performance 100% 75% 50% 25% 0% Agree Disagree Response Dont know
36.25% 60% 33.75% 56.25% 56.25%

38.75% 7.50% 10%

Regional Difference Linguistic difference

1.25%

Racial Difference

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.

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. Relationship effect on academic performance Unfriendly relations Intimacy (love affairs ) F %age F %age 44 55 58 72.50 35 43.75 20 25 1 1.25 2 2.50

Response

Agree Disagree Dont know Total 80 100 80 100 Graph 6 shows response on unfriendly relationship with colleagues and intimacy (love) affairs effect on academic performance. Relationship effect on academic performance 100% 75%
55% 72.50% 43.75% 25% 1.25% 2.50%

50% 25% 0% Agree

Unfriendly with class mats Love affairs

Disagree Response

Dont know

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.

28 4.2.5 Learning in multicultural setting, low social status and discouraging environment effect on academic performance Table 8 shows the response of Learning in multicultural setting, low social status and discouraging environment effect on academic performance Social factors which cause low academic performance Learning in Low social status Discouraging multicultural setting environment F %age F %age F %age 36 45 42 52.50 64 80 40 50 35 43.75 14 17.50 4 80 5 100 3 80 3.75 100 2 80 2.50 100

Response

Agree Disagree Dont know Total

Graph 7 shows the response of Learning in multicultural setting, low social status and discouraging environment effect on academic performance. Teaching in multiculture settings, low social status, discouraging environment 100% 75% 50% 25% 0% Agree Disagree Response Dont know
45% 52.50% 80% 50% 43.75% 17.50% 5% 3.75% 2.50%

Learning in multiculture settings low social status discouraging environment

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.

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. Social factors effect on academic performance Broken family Gender difference Residence problem in UOP F %age F %age F %age 54 24 2 80 67.50 30 2.50 100 41 38 1 80 51.25 47.50 1.25 100 30 48 2 80 37.50 60 2.50 100

Response

Agree Disagree Dont know Total

Broken Family, Gender Diffrence, residence problem in UOP 100% 75% 67.50% 50%
51.25% 37.50% 47.50% 30% 2.50%1.25%2.50% 60%

Broken Family Gender Difference Residence Problem in UOP

25%
0% Agree Disagree Response Dont know

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.

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.

Status Agree Disagree Dont know Total

Social factors effect on academic performance Food quality Adjustment in UOP Stereotype thoughts F %age F %age F %age 23 28.75 40 50 25 31.25 25 32 80 31.25 40 100 36 4 80 45 5 100 53 2 80 66.25 2.50 100

Food Quality, adjustment and Stereotype thoughts 100% 75%

66.25% 50% 28.75% 31.25%31.25% 5% 2.50% 45% 40%

Food Quality in UOP Adjustment in UOP Stereotype thoughts about university life

50%
25% 0%

Agree

Disagree Response

Dont know

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.

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. Social factors effect on academic performance Bad company /association Campus politics Extra curriculum activities F %age F %age F %age 72 5 3 80 90 6.25 3.75 100 58 21 1 80 72.50 26.25 1.25 100 36 37 7 80 45 46.25 8.75 100

Response

Agree Disagree Dont know Total

Bad Compnay, campus politics and curriculum activties 100%

90% 72.50% 45% 46.25% 26.25%

75%
50% 25%

Bad compnay campus politics

8.75% 3.75%1.25%

6.25%

curriculum activities

0% Agree Disagree Response Dont know

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.

32 4.2.9 TV/Movies, social networking sites and visit of guests in the place of resident effect on academic performance Table 12 and graph 11 shows response of TV/Movies, social networking sites and visit of guests in the place of resident effect on academic performance. Social factors Social networking sites Visit of guests F %age F %age 32 40 42 52.50 42 6 80 52.50 7.50 100 36 2 80 45 2.50 100

Response Agree Disagree Dont know Total

TV/movies F %age 36 45 37 7 80 46.25 8.75 100

100% 75%

TV/Movies, social networking site and frineds visit

52.50%

50% 25% 0%

45%

40%

46.25%

52.50% 45%

TV/Movies Social Networking site

8.75% 7.50% 2.50%

Visit of guest

Agree

Disagree Response

Dont know

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.

33 4.2.10 Depression effect on academic performance Table 13 and graph 12 shows response of Depression effect on academic performance. Depression effect on academic performance Average Low No depression %age 45 45 F 22 22 %age 27.50 27.50 68(85%) F 7 7 %age 8.75 8.75 12 15 80 100 F 12 %age 15 Total F 80 %age 100

Response High F Yes Total 39 39

Depression effect on academic performance 100%

75% High Average 27.50% 25% 8.75% 0% Yes response 15% Low No Depression

50%

45%

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.

34 4.2.11 Working stress effect on academic performance Table 14 and graph 13 shows response of working stress effect on academic performance. Working stress effect on academic performance Response High Average Low No working stress F Yes Total 19 19 %age 23.75 23.75 F 17 17 %age 21.25 21.25 F 29 29 %age 36.25 36.25 15 18.75 80 100 F 15 %age 18.75 F 80 %age 100 Total

65(81.25%)

Working Stress 100% 75% 50% 25% 0% Yes Response 23.75% 21.25% High

36.25%
18.75%

Average Low No working stress

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.

35 4.2.12 Behavior problem from teachers and colleagues effect on academic performance Table 15 and graph 14 shows response of Behavior problem from teachers and colleagues effect on academic performance. Behavior problem from teachers and colleagues effect on academic performance High Average Low No behavior problem F %age F %age F %age F %age 8 10 12 15 2 2.50 58 72.50 8 10 12 15 22 (27.50%) 2 2.50 58 72.50 Total

Response

Yes Total

F 80 80

%age 100 100

Behavior problem from teachers and colleagues 100% 72.50% High Average

75%

50%

Low
25% 10% 0% Yes Response 15% 2.50% No Behavior Problem

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.

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. Physical impairment or illness effect on academic performance High Average Low No illness F %age F %age F %age F %age 15 18.75 11 13.75 5 6.25 49 61.25 15 18.75 11 13.75 31(38.75%) 5 6.25 49 61.25 Total F 80 80 %age 100 100

Response Yes Total

Physical impairment or illness 100%

75% 61.25% 50% High Average Low 25% 18.75% 13.75% 6.25% 0% Yes Response No illness

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.

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 High Average Low No emotional blackmailing F %age F %age F %age 33 41.25 6 7.50 11 13.75 30 37.50 33 41.25 6 7.50 50(62.50%) 11 13.75 30 37.50 Total

Yes Total

F 80 80

%age 100 100

Emotional Blackmailing 100%

75%

High

50%

41.25%

Average 37.50% Low 13.75%

25% 7.50% 0%

No emotional blackmailing

Yes Response

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.

38 4.2.15 Study attitude effect on academic performance Table 18 and graph 17 shows response of Study attitude effect on academic performance. Study attitude effect on academic performance Average Low Normal attitude %age F %age F %age F %age 75 7 8.75 6 7.50 7 8.75 75 7 8.75 73(91.25%) 6 7.50 7 8.75 Total

Response

High F 60 60

Yes Total

F 80 80

%age 100 100

Study Attitude
100% 75% 75% High Average Low 25% Normal Study attitude

50%

8.75%
0%

7.50%

8.75%

Yes Response

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.

39 4.2.16 Illegal activities effect on academic performance Table 19 and graph 18 shows response of Illegal activities effect on academic performance. Illegal activities and academic performance Response Not engaged Engaged and affected F 5 %age 6.25 Engaged but not effected F %age 4 5 Dont know Total

F Agree 68

%age 85

F 3 3.75 80

%age 100

Illegal activities 100% 85% 75% Not engaged Engaged and affected Engaged but not effected 25% 6.25% 0% 5% 4% dont know

50%

Agree Response

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.

40 4.2.17 Addiction effect on academic performance Table 20 and graph 19 shows response of addiction effect on academic performance. addiction effect on academic performance Hashish Alcohol Any other No addiction F %age F %age F %age F %age 2 2.50 1 1.25 1 1.25 2 2.50 2 2.50 70 87.50 4 5 1 1.25 3 3.75 70 87.50 Total F 3 2 5 70 80 %age 3.75 2.50 6.25 87.50 100

Response High Average Low Dont know Total

Cigarette F %age 1 1 2 1.25 1.25 2.50

Addication effect on academic performance 100%

87.50%

Cigarette 75% Hashish Alcohol Any other

50%

25%
2.50% 1.25% 0% 1.25% 0% 1.25% 0% 0% 0% 0% 2.50% 2.50% 1.25% 0% 0% 0% 0% 0% 0%

No Addiction

0%

High

Average Response

Low

Dont know

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 dont know the effect of addiction on academic performance.

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. Economic factors which effect on academic performance Low economic Spending money in love status affairs %age F %age F %age 45 53 66.25 47 58.75 41.25 13.75 100 12 15 80 15 18.75 100 28 5 80 35 6.25 100

Response

Job F 36 33 11 80

Agree Disagree Dont know Total

Job, Low Economic Status and love affairs job 100%

75% 45%

66.25% 58.75% low economic status 13.75% 18.75% 6.25%

50%

41.25%

35%

25%

15%

0%
Agree Disagree Response Dont know

Spending money in love affairs

42 Explanation The table 21 and graph 20 illustrate that out of 80(100%) respondents 36 (45%) agree,

33(41.25%) disagree that job effect academic performance, out of 80(100%) 53(66.25%) agree and 12(15%) disagree that low economic status effect academic performance and out of 80(100%) respondetns 47(58.75%) agree and 28(35%) were disagree that spending movey in love affairs effect academic performance.

43 4.3.2 Transport problem, high prices of commodities in UOP and increasing fees of UOP effect on academic performance Table 22 and graph 21 shows the response of Transport problem, high prices of commodities in UOP and increasing fees of UOP effect on academic performance. Economic factors effect academic performance Transport problem High prices in Increasing fees UOP F %age F %age F %age 33 45 2 80 41.25 56.25 2.50 100 45 33 2 80 56.25 41.25 2.50 100 59 17 4 80 73.75 21.25 5 100

Response

Agree Disagree Dont know Total

100% 75%

Transport, High Prices and Increasing Fees

73.75% 56.25% 56.25% 41.25% 21.25% 2.50% 2.50% 5%

transport Problem

50% 41.25% 25% 0% Agree

High prices in UOP Increasin g fees

Disagree Response

Dont know

Explanation The table 22 and graph 21 illustrate that out of 80(100%) respondents 33(41.25%) agree, 45(56.25%) disagree that transport problem effect academic performance, out of 80(100%) 45(56.25%) agree and 33(41.25%) disagree that hihg prices of commodities in UOP effect academic performance and out of 80(100%) respondetns 59(73.75%) agree and 17(21.25%) were disagree that increasing fees of UOP effect academic performance.

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. Administrator factors which cause low academic performance Teaching method Less attention of Number of scholarships teachers F %age F %age F %age 24 53 3 80 30 66.25 3.75 100 51 27 2 80 63.75 33.75 2.50 100 51 25 4 80 63.75 31.25 5 100

Response

Agree Disagree Dont know Total

Teaching Method, Less attention of Teachers and Number of Scholarships 100% 75% 50%
30% 33.75% 31.25% 63.75% 63.75% 66.25%

Teaching Method

Less attention of Teachers Number of Scholarships

25%
3.75% 2.50% 5%

0% Agree Disagree Response Dont know

45 Explanation The table 23 and graph 22 illustrate that out of 80(100%) respondents 24(30%) agree,

53(66.25%) disagree that teaching method effect academic performance, out of 80(100%) 51(63.75%) agree and 27(33.75%) disagree that less attention of teachers effect academic performance and out of 80(100%) respondetns 51(63.75%) agree and 25(31.25%) were disagree that less number of scholarships effect academic performance.

46 4.4.2 Infrastructure in UOP, recreational facilities and examination system effect on academic performance Table 24 and graph 23 shows the response of Infrastructure in UOP, recreational facilities and examination system effect on academic performance. Administrator factors which cause low academic performance Infrastructure in UOP Recreational Examination system facilities F %age F %age F %age 48 60 31 38.75 35 43.75 30 2 80 37.5 2.50 100 42 7 80 52.50 8.75 100 42 3 80 52.50 3.75 100

Response

Agree Disagree Dont know Total

Infrastructure, Recreational Facilities and Examination System 100% 75% 50% 25%
60% 52.50%52.50% 43.75% 38.75% 37.50% 2.50% 8.75% 3.75%

0%
Agree Disagree Response Dont know

Infrastructure in UOP Recreational facilities Examination system

Explanation The table 24 and graph 23 illustrate that out of 80(100%) respondents 48(60%) agree,

30(37.5%) disagree that infrastructure in UOP is not up to date and effect academic performance, out of 80(100%) 31(38.75%) agree and 42(52.50%) disagree that fewer recreational facilitites effect academic performance and out of 80(100%) respondetns 35(43.75%) agree and 42(52.50%) were disagree that existing examination system effect academic performance.

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. Administrator factors which cause low academic performance Classroom management Corruption in UOP Annual System F Agree Disagree Dont know Total 24 47 9 80 %age 30 58.75 11.25 100 F 51 25 4 80 %age 63.75 31.25 6.25 100 F 27 46 7 80 %age 33.75 57.50 8.75 100

Response

Classroom Management, Curruption and Annual System 100% 75% 50% 25% 0% Agree Disagree Response Dont know
30% 63.75% 33.75% 58.75% 57.50%

Classroom Management
31.25% 11.25% 6.25% 8.75%

Corruption in UOP
Annual Exam System

Explanation The table 25 and graph 24 illustrate that out of 80(100%) respondents 24(30%) agree,

47(58.75%) disagree that classroom management effect academic performance, out of 80(100%) 51(63.75%) agree and 25(31.25%) disagree that corruption exists in UOP and effect academic performance and out of 80(100%) respondetns 27(33.75%) agree and 46(57.50%) were disagree that annual system effect academic performance.

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. Less Number of workshops effect on academic performance F %age 34 42.50 41 5 80 51.25 6.25 100 Total F %age 34 42.50 41 5 80 51.25 6.25 100

Response Yes No Dont know Total

Less Number of work shops effect on academic performance 100%

75% 51.25% 50% 42.50% Less Number of work shops cause low academic performance 6.25% 0% yes No Response Dont know

25%

Explanation The table 26 and graph 25 illustrate that out of 80(100%) respondents 34(42.50%) agree, 41(51.25%) disagree that less number of workshops/courses effect academic performance, and 5(6.25%) had no idea about workshop/courses effect academic performance.

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. Impact of workshops/courses on academic performance Response No impact F Agree 23 %age 28.75 Small impact F 20 %age 25 Moderate impact F 16 %age 20 Large impact F 21 %age 26.25 F 80 %age 100 Total

Impact of workshops and courses 100%

75% No impact Small Impact 28.75% 25% 25% 20% 26.25% Moderate impact

50%

Large Impact

0%

Agree Response

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.

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 sociocultural 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 hours effect on academic performance. Majority was disagree that, regional and racial difference cause low academic performance. David, Morris, Jerome E. and Hayes-Bautista (2002) of the proponents of different theoretical perspectives used to explain student achievement with regard to regional and racial difference. Majority was agree that linguistic difference cause low academic performance. The findings were supported by Cummins (1989). Majority was agree that unfriendly relationship with colleagues, intimacy (love) affaires and bad company/association cause low academic performance. Guldemond, (1994), Borden, & Greene (1992) and Connell (1990) support the findings. Majority was disagree that learning in multicultural setting cause low academic performance. Majority was agree that low social status cause low academic performance. The findings were supported by Eamon (2005). Majority was agree that discouraging environment cause low academic performance. The findings were supported by Giovanni B. Moneta, (2011). Majority was agree that broken family cause low academic performance. Alika, Henrietta Ijeoma Edosa, Ogboro Samson (2012) research study results support the findings. Majority was agreeing that gender difference cause low academic performance. Majority was disagree that residence problem in Peshawar university cause low academic performance.

52 Majority was disagreeing that food quality in Peshawar University cause low academic performance. Kretsch et al. (2001) study supports the findings. Majority was agreeing that adjustment in Peshawar university cause low academic performance. Majority was disagreeing that stereotype thoughts of relatives about University of Peshawar environment cause low academic performance. Majority was agree that campus politics cause low academic performance. Majority was disagree that extra curriculum activities cause low academic performance. But the study of Shiveley J, (2009) shows inverse relationship between extra curriculum activities and academic performance. Majority was disagree that watching TV/Movies and social networking site cause low academic performance. While Dianalan, (2009) claimed that use of social networking sites affect students academic performance. Majority was agree that visit of guest in the place of residence cause low academic performance. Majority had high effect of depression on their academic performance. Majority had low effect of working stress in Peshawar University on their academic performance. Crystal, Chen, Fuligni, Stevenson, Hsu, Ko, Kitamura, & Kimura, (1994). Virginia et al (2009) and Wilding (2004) found negative relationship. Majority was no behavior problem from their teachers and colleagues which cause low academic performance. According to DiLalla et al. (2003) students and teacher relationship play a more important role in academic performance. Majority had no physical impairment and illness which cause low academic performance. Majority had emotional blackmailing from teachers and colleagues which cause low academic performance. Accorgind to Shumba, (2002) Psychological abuse destroys childs development.

53 Majority had high effect of study attitude on their academic performance. Majority was not engaged in illegal activities. Carroll (2010) support the findings that The results of the estimated model strongly endorse the notion that acts of violence and crime do adversely affect academic performance, though the magnitude of the effect is small. Majority was not addicts of substances like cigarette, hashish, alcohol and other. Godley (2006), Engberg & Morral (2006) support the findings. 5.1.2 Objective two: Economic factors behind low academic performance of post graduate students The objective two focus on economic factors behind low academic performance of post graduate students at University of Peshawar. Table number 21 and 22 shows the response of economic factors of respondents. Majority was agree that job cause low academic performance. The research result of Arano et al. (2008) indicates that student employment has a negative effect on academic performance. Majority was agree that low economic status cause low academic performance. Sander (2012) supports the findings. Majority was agree that spending money in love affairs cause low academic performance. Majority was disagree that transportation and fair of transportation cause low academic performance. Owoeye et al., (2011) support the findings. Majority was agree that high prices of commodities, stationery and increasing tuition fees in Peshawar University cause low academic performance. Findings supported by Neill (2006) and Sander (2012).

54 5.1.3 Objective three: Administration role with regard to students satisfaction cause low academic performance of post graduate students The objective three focus on administration role with regard to students satisfaction cause low academic performance of post graduate students at University of Peshawar. Table number 23 to 27 shows the response of administration role with regard to students satisfaction cause low academic performance. Majority was disagree that teaching method cause low academic performance in UOP. But Omotere Adunola (2011) research results show that teaching method affect academic performance. Majority was agree that less attention of teachers cause low academic performance. Sarwar (2002) concludes that high academic achievers have better study habits and more positive study attitudes and attention than low academic achievers. Majority was agree that less number of scholarship cause low academic performance. Poverty must not be a bar to learning, and learning must be an escape from poverty. These words were spoken by President Lyndon B. Johnson in his Great Society speech of 1964. Majority was agree that infrastructure in Peshawar University is not up to date which cause low academic performance. Majority was disagree that less recreational facilities cause low academic performance. Cynthia & Megan (2008) confirmed a strong and positive relationship between quality of recreational facilities and student academic performance. Majority was disagree that existing examination system cause low academic performance. Agbo (2003) discussed the examination system and academic performance of the students. Majority was disagree that classroom management is not good which cause low academic performance.

55 Majority was agree that the corruption exist in University of Peshawar which cause low academic performance. Majority was disagree that annual examination system cause low academic performance. Majority was disagree that less number of workshops and courses cause low academic performance. Majority was disagree that impact of workshop and courses have no impact on academic performance. 5.2 Conclusions In the light of objectives of the study the statistical analysis and findings of the study, the following conclusions were drawn: Depending on working hours effect on academic performance. The high working hours leads to high academic performance. Less working hours lead to low academic performance. Language is the medium of communication the language difference cause low academic performance. Unfriendly relation with class mats or colleagues or love affairs is the major cause of low academic performance. Low social status is cause of low academic performance. Discouraging environment from teachers and colleagues cause low academic performance. The members who belong to broken families have low academic performance. Bad company, visit of large number of guest in the place of resident and campus politics cause low academic performance. Depression, study attitude in University is cause of low academic performance.

56 Some economic factors like job or employment to fulfill own needs and sometime family needs is the cause of low academic performance. Low economic status badly effecting academic performance. Spending money in love affairs and no money left for academic life is the cause low academic performance. High prices of stationery and commodities which students not afford leads to low academic performance. Increasing tuition fees of Peshawar University cause low academic performance. Less attention of teachers, less number of scholarships causes low academic performance. Infrastructure in University of Peshawar is not up to date which cause low academic performance. Corruption in University of Peshawar is the cause of low academic performance.

5.3 Suggestions In the light of findings and conclusions of the study, following suggestions were made: Students should study more than six hour to improve their academic performance. All students should live friendly and cooperative with each other. University is the place to learn therefore students should avoid love affairs and cheating and spending money in love affairs. All humans are equal therefore there should be no favoritism on the base of race, sex, religion, and locality. Teachers should encourage their students and colleagues also cooperate with each other and encourage others efforts in academic life.

57 The member who belong to broken families and have any kind of depression the university administration should provide them counseling and arrange workshops and seminars for them to improve their academic performance. During working hours there should be no disturbance. The University of Peshawar administration should take step in this regard. The political parties should be banned in University. There should be check and balance in the University markets and a discount on everything. The tuition fees should not be too high. The University of Peshawar should keep low tuition fees. The teachers should be devoted to their academic duties. Infrastructure should be updated. There should be check and balance in order to eradicate the corruption. The government should allocate more funds for indigenous students scholarship.

5.4 Areas of Further research The study investigated the socio-economic factors behind low academic performance. In order to improve the academic performance of Post Graduate students each factor should be elaborated and the reasons behind the factor should be known and the solution for the eradication of such factors which cause low academic performance investigated.

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72 Appendix A Enrollment data of post graduates during session 2010-11, University of Peshawar No. FACULTIES OF PESHAWAR UNIVERSITY Name of the Department Number of students session 2010-11 Male Faculty of Arts & Humanities 1 2 3 4 5 6 Anthropology Archaeology English Fine arts and design History Philosophy Faculty of Islamic & Oriental Studies 7 8 9 10 11 Arabic Islamiyat Pashto Persian Urdu Faculty of Life & Environmental Sciences 12 13 14 15 16 17 Botany Chemistry Environment science Geography Urban and regional planning Zoology 20 53 23 31 08 17 72 84 41 29 0 69 447 09 15 27 04 33 22 50 02 0 41 203 32 19 17 0 23 07 12 04 51 0 15 03 183 Female Total

Faculty of Management & Information Sciences 18 Business administration 56 20

73 19 20 21 22 23 Journalism and mass communication Library and information sciences M. com 1 year M. com 2 year Public administration Faculty of Numerical & Physical Sciences 24 25 26 27 28 Computer science Electronics Physics Mathematics Statistics Faculty of Social Sciences 29 30 31 32 33 34 35 36 Economics Gender studies International relations Political science M. education Psychology Sociology Social work Total 39 18 56 80 0 09 77 69 1338 57 14 31 47 0 89 21 19 984 2322 626 60 61 86 50 44 39 03 32 31 24 430 63 52 47 108 25 19 18 04 08 13 433

Source: Annual report University of Peshawar 2010-2011; directorate of admission, University of Peshawar

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 its verified that the sample size is 80 and each strata sample is 8.3%.

75

Appendix C Questionnaire I1. What is your age and sex? Sex and Age Age in years 22-25 26-29 30-33 2. What is your marital status and family type? Marital status Family type Unmarried Married Male Female Personal information

Joint Nuclear Any other II3. Do you think? Cause low academic performance Family responsibilities Marital responsibilities Agree Disagree Dont know Social factors

76 4. Depending on working hour what is your academic performance? Working hours in university Response 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 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 Adjustment problem in University of Peshawar agree disagree dont know

77 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 Depression Working stress in University of Peshawar Behavior problem from colleagues and teachers Physical impairment or illness Emotional blackmailing Study attitude high average low dont have

7. Illegal activities effect on academic performance Illegal activities and academic performance Not engaged Engaged and affected Engaged but not effected Dont know

78 8. Addiction effect on academic performance addiction effect on academic performance Response High Average Low Dont know Cigarette Hashish Alcohol Any other No addiction

III9. Do you think? Cause low academic performance Doing a job Low economic status Spending money in love affairs

Economic factors

agree

disagree

dont know

Transportation and fairs of transportation a problem High prices of commodities and stationery in UOP Increasing tuition fees of Peshawar University IV10. Do you think? Cause low academic performance Teaching method in University of Peshawar Less attention of teachers in University of Peshawar agree disagree dont know Administration role

79 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 effect on academic performance Response Yes No Dont know 12. Effect of workshops/courses effect on academic performance Impact of workshops/courses on academic performance No impact Small impact Moderate impact Large impact

80 Appendix D Permission letter for survey To, The Director/Chairman, Department of _____________ University of Peshawar

Subject: Permission for survey Dear Sir, We are going to conduct a research survey in order to complete our master of sociology thesis at university of Peshawar under the supervision of Lecturer Zafar Khan. The research thesis title is socioeconomic factors behind low academic performance of post graduate students (a case study of Peshawar University). We request, your kind permission to conduct a survey at department of _______________, University of Peshawar. We need to ask the post graduate students of ________________ department some general questions and some questions about their academic performance. The survey takes approximately 45 minutes to complete. The purpose of the survey is to help students to improve their academic performance. We are thankful to you for your assistance.

Sincerely, Noor Ahmed Muhammad Salman Department of Sociology

Supervisor: Lecturer Zafar Khan

Director: Institute of Social work, Sociology and Gender studies

_____________________________________

_______________________________________

81 Appendix E Permission letter for getting enrollment list of post graduate during session 2010-12 To, The directorate of admission University of Peshawar,

Subject: Enrollment list of Post graduates during session 2010-12

Dear Sir, It is kindly requested that we need the following details for our research thesis on the topic of "socioeconomic factors behind low academic performance of post graduate students (a case study of Peshawar University)" in the department of sociology.

i. ii. iii. iv. v.

Total no of students at post graduate level during the session 2010-12 Total no of department (only post graduate) No of students in each department at post graduate level Total No of male students at post graduate level during session 2010-12 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

_______________________________________