chief minister's girls cycle scheme

1. CHAPTER – V
FINDINGS, INTERPRETATIONS AND SUGGESTIONS
5.1 INTRODUCTION
The purpose of the study to find the effect of motivation on academic achievement on the girls who
benefited under MBCY. For this the researcher collected data from 200 girls of four schools from
Muzaffarpur district of Bihar. The sample was chosen by convenient sampling method. The data was
collected utilising two research instruments i.e. multi-subject achievement test and questionnaire for
motivation towards MBCY. The dimensions of questionnaire included school attendance, prospective
of girls towards MBCY, academics and co-curricular activities, mobility of girls and social change.
5.2 FINDINGS
5.2.1 ACADEMIC ACHIEVEMENT
1. There is no significant difference between urban and rural girls in their academic
achievement.
2. There is no significant difference between pre-matric and post-matric education of
girls’ father in their academic achievement.
3. There is no significant difference in between pre-matric and post-matric education
of girls’ mother in their academic achievement.
4. There is no significant difference between government and aided school girls in
their academic achievement.
5. There is a significant difference in the below Rs. 40000 and above Rs. 40000 annual
income of girls’ family in their academic achievement.
5.2.2 MOTIVATION
6. There is no significant difference between urban and rural girls in their motivation.
7. There is no significant difference between pre-matric and post-matric education of
girls’ father in their motivation.
8. There is no significant difference in between pre-matric and post-matric education
of girls’ mother in their motivation.
9. There is a significant difference between government and aided school girls in their
motivation.
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2. 10. There is no significant difference in the below Rs. 40000 and above Rs. 40000
annual income of girls’ family in their motivation.
5.2.3 RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND
MOTIVATION
11. There is a significant relationship between academic achievement and motivation of
urban girls.
12. There is no significant relationship between academic achievement and motivation
of rural girls.
13. There is no significant relationship between academic achievement and motivation
of pre-matric education of girls’ father.
14. There is no significant relationship between academic achievement and motivation
of post -matric education of girls’ father.
15. There is a significant relationship between academic achievement and motivation of
pre-matric education of girls’ mother.
16. There is no significant relationship between academic achievement and motivation
of post -matric education of girls’ mother
17. There is a significant relationship between academic achievement and motivation of
girls’ family in their family income being below Rs. 40000.
18. There is no significant relationship between academic achievement and motivation
of girls’ family in their family income being below Rs. 40000.
19. There is a significant relationship between academic achievement and motivation of
girls of minority aided school.
20. There is a significant relationship between academic achievement and motivation of
girls of government school.
5.2.4 INFLUENCE OF MOTIVATION ON ACADEMIC ACHIEVEMENT
21. There is a significant influence of motivation on academic achievement of girls.
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3. 5.3 INTREPRETATIONS
1. There is a significant difference between below Rs. 40000 and above Rs. 40000
annual income of girls’ family in their academic achievement. This may be due to the
fact that the girls from the low family income group work part time to earn extra for
their family. They get less time for self study which affect their academics. The girls
of high income family get better facilities like tution, supplementary books, internet
etc. which enhances their academic achievement. The finding is contradicted by
Nayar, Usha. (1999), found that the main reason for the discontinuation and drop out
of girls was their poor household.
2. There is a significant difference between government and minority-aided school girls
in their motivation. This may be due to the fact that the girls of government schools
are more motivated than minority school girls as cycle is an incentive for them and
school becomes nearer for them. This finding is supported by Kate Mitchell
( 2011)which revealed a positive increase in female mobility.
3. There is a significant relationship between academic achievement and motivation of
urban girls. This is a new finding not supported or contradicted by the researches
mentioned in the reviews of literature. This may be due to the fact that the exposure of
urban girls to education like coaching classes, internet facility and availability of
supplementary books. Empowering girls with cycle have motivated them and they can
access these opportunity to enhance their academic achievement.
4. There is a significant relationship between academic achievement and motivation of
pre-matric education of girls’ mother. This may be due to the reason that the mothers
who are not highly educated but their this disability makes them understand the value
of education and hence support their daughters to study. This finding is supported by
Tinnari (2002) found that the schemes providing for the girl child helped the parents
to send them to school.
5. There is a significant relationship between academic achievement and motivation of
girls’ family in their family income being below Rs. 40000. This may be due to the
reason that the parents of low income group do not have to spend on educating their
girls. Cycle makes them feel safe about their daughters going to school, the girls are
highly motivated and perform well in academic achievement utilising the opportunity
given to them. This finding is supported by Jay Prakash’s (2005) finding that in Uttar
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4. Pradesh where girls were freely allowed to join schemes and get benefit of it grew
more self confident.
6. There is a significant relationship between academic achievement and motivation of
girls of government school. This finding is supported by Karthik Muralidharan and
Nishith Prakash’s(2011) revealed a positive increased in the mobility of girls in Bihar.
This may be due to the reason that the girls of government school started to attend
school their academic achievement improved.
7. There is a significant influence of motivation on academic achievement of girls. This
is the new finding . This may be due to the reason that, as girls got motivated by the
cycle they started to attend school their academic achievement improved. It showed
that the MBCY has improved the scenario of girl’s education in Bihar.
5.4 RECOMMENDATIONS
1. More effort should made to provide quality education, as the research showed that
girls are motivated to come to school but due to high student-teacher ratio and poor
quality of education has less effect on the academic achievement of girls.
2. The researcher was collecting data she came across many instances in the
irregularities and lengthy paper work in the allotment of money for cycles. The
implementation of the scheme should done on a better way and avoid bureaucracy.
3. The government should invest in transport infrastructure so that school are connected
with pukka roads which will increase school days as school remain close during rainy
reason due to water logging and flood.
4. Community programs should be organised in schools especially for parents and local
residents to acknowledge them the importance of education for girl child as well as
several schemes of government for their education.
5. This scheme is now introduced for boys belonging to marginalised section of society.
The scheme should make available for all high school students as it is very effective
in reducing the dropout rates before class X.
6. Similar schemes can be introduced in +2 level to increase the enrolment of girls in
higher education.
7. Government should provide facilities like audio-visual aids , internet facilities, I.C.T.
to enhance the quality of education.
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5. 8. In service teacher training programmes and orientations should be organised to
introduce new methods of teaching.
9. Government should revamp the curriculum according to the needs of the girls.
10. Government should increase the salary of teachers and give incentives to motivate
them to teach well.
5.5 SUGGESTIONS
1. The effect of MBCY on the academic achievement and motivation of high school
boys and girls.
2. A study on the motivation of girls and perspective of their parents regarding the
higher education of their daughters.
3. The effect of government schemes on academic achievement and motivation of high
school students.
4. The effect of MBCY on the enrolment and retention of high school students.
5. The effect of MBCY on scheduled tribe and scheduled caste high school students.
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