What Factors Affect The Student’s Learning Of Government Schools In Raebareli District Of Uttar Pradesh: An Empirical Investigation

Abstract

The present study is based on primary data in five blocks of Raebareli District, Uttar Pradesh in India. To assess the learning quality of students, 85 schools and 680 students were selected randomly from primary and upper primary schools. Factors affecting the quality of student learning such as student attendance, physical infrastructure, teacher qualification, per student expenditure and availability of MDM in the school have been taken into account in the study. Further, statistical tools such as descriptive statistics and correlation matrix have been used to assess the impact on learning quality through different educational variables. In addition, the present study reveals that learning quality has declined in government schools. And availability of electricity and usable drinking water facilities are not satisfactory. The study also shows that Total Learning Quality (TLQ) of student was positively correlated with school infrastructure, Teacher Qualification and average school expenditure but not correlated with MDM. Meanwhile, Student-Teacher Ratio was negatively associated with learning quality of student in government schools. This implies that the higher the student-teacher ratio, the lower the quality of learning. According to the current study, the government should prioritize maintaining school facilities, keeping an eye on teachers' attendance, ensuring that students attend class regularly, and fulfilling its accountability duties to primary education authorities. More funding is necessary to support students in developing their moral character and academic skills.