ANALYSIS OF STATUS OF TRIBAL STUDENTS IN SELECTED ASPECTS AND FUNCTIONING OF TRIBAL RESIDENTIAL SCHOOLS IN KERALA

Abstract

OBJECTIVES 1. To analyze the functioning of tribal residential schools in Kerala. 2. To analyze the status of tribal residential school students in selected aspects. METHODOLOGY Method used : Survey method Sample : The study is conducted among stakeholders viz. students, teachers, senior superintend, head of institution and old students of tribal residential schools in Kerala. A total of 2315 respondents participated in the present study. Tools Used for the Study :Questionnaire on functioning of tribal residential schools for Teachers, Questionnaire on functioning of tribal residential schools for Students , Interview schedule on functioning of tribal residential schools for Senior superintend, Interview schedule on functioning of tribal residential schools for Headmaster/mistress, Questionnaire on functioning of tribal residential schools for Alumni, Fundamental knowledge test in Language, Social Science, Basic Science and Mathematics, Career Aspiration Scale, Adjustment inventory for school students, School data profile. Statistical techniques used: Percentage analysis, Two-tailed test of significance of the difference between mean scores of large independent samples, One way ANOVA RESULTS 1. All schools have their own school buildings and hostels. Most tribal residential schools have satisfactory level of infrastructure facilities. 2. The number of students experiencing language problems is higher in ashram schools than in MRS and EMRS. 3. Teachers working at the lower primary level often face language difficulties. 4. The curriculum currently available is not fully suited for ST students. Students are unfamiliar with the situations given in the textbooks. 5. Tribal residential schools have not been able to achieve its full objectives. 6. Tribal residential schools students have an average and poor level of fundamental knowledge in language, social science and basic science. Level of fundamental knowledge in mathematics is very poor. 7. Students who completed SSLC from tribal residential school and non tribal residential schools are did not significantly differ in their academic performance. 8. Tribal residential schools have not been able to foster a high level of social, emotional and educational adjustment among students. 9. Residential schools have not been completely successful in promoting career aspirations among ST students. 10. Tribal residential schools are still not fully successful in preventing the dropout of ST student.