Abstract:
The study was conducted to investigate the relationship between school resource
inputs and academic achievement at secondary level in Pakistan. School resource
inputs have a vital role in the education process. The provision and availability of
school resource inputs in schools is not important and beneficial until they are
actually used efficiently. The focus of the provision and availability, and the use of
school resource inputs, is to maximize the academic achievement of students within
the limited funds available. School resource inputs include prior achievement, prior
academic environment, leadership style, per pupil expenditures, pupil teacher ratio,
class size, school facilities, instructional material and teacher quality. .
The population of the study comprised all the secondary and higher secondary
schools, secondary teachers and secondary students in Punjab. Overall, a total of 288
schools, 5760 students and 2880 teachers were the sample of the study. The study
identified the availability and the use of school resource inputs through the ―School
profile Proforma‖ and the ―Questionnaire‖.
The longitudinal data of academic
achievement of the same students from class VI to X were collected through ―Result
Sheet‖.
The study identified the extent of the use of school resource inputs i.e.
leadership style, practical laboratories and instructional material. However, it was
assumed that the basic school facilities and teacher quality are used where provided.
The data were analyzed at school level and then collectively for the final analysis
through Statistical package for social sciences (SPSS).
Pearson Correlation
Coefficient was used to find out the simple relationship (association) and Stepwise
Regression analysis was used to find out the differential impact of school resource
inputs on academic achievement.
The results of the study show that school resource inputs are, overall, the
predictors of academic achievement in their collective function. However, they have
the mixed effects on academic achievement in their individual function. The findings
of the study show that prior achievement of students is the most important predictor of
academic achievement and prior academic environment has some positive impact.
Democratic leadership style is the best leadership style; however, it is not properly
used. Per student expenditure, most of the basic school facilities and most of the
items of instructional material have the mixed effects on academic achievement.
Student teacher ratio has positive but larger class size has negative impact.
Additionally, the five indicators of teacher quality i.e. academic and professional
qualifications, in-service refresher courses/ trainings, teacher experience and teacher
salary are not effective.
The study also identified that school resource inputs are least provided,
misallocated, and inefficiently and deficiently used. These are the main causes of the
negative, insignificant and minor impact of some school resource inputs on academic
achievement. It is also concluded that fairly allocation and efficient use of school
resource inputs leads to the significant impact of school resource inputs on academic
achievement. One of the policy implications of this study is that education standards
for the provision, allocation and use of school resource inputs may be developed and
implemented in Pakistan. This study also guides the policy makers and the
educationists by formulating the lines of action how and to what extent the school
resource inputs may be provided and used in schools.