A study on Socio-Educational Problems and Academic Achievement of Gujjar Community in Kupwara District

Abstract

The present paper deals with the various socio-educational problems faced by the Gujjar secondary school students of Kupwara District and their direct impact on academic achievement. The study adopted a descriptive survey design and data was collected from N = 240 secondary school students (130 male, 110 female; 120 nomadic/semi-migratory, 120 settled) studying in government secondary and higher secondary schools in four educational zones (Kupwara, Karnah, Trehgam and Sogam/Lolab) using a multi-stage stratified random sampling strategy. Data were collected with the Socio-Educational Problems Inventory (SEPI). Academic achievement scores were compiled from students' official Class promotional examination records, concurrently. Inferential analyzes revealed significant gender differences, with female students reporting significantly greater levels of domestic labor and household responsibilities (t = -5.87, p < .001). For all 4 dimensions, nomadic students were significantly more structurally, economically, and institutionally disadvantaged than their settled counterparts (t = 11.23, p < .001). There was a strong and statistically significant inverse correlation between the total socio-educational problems and academic achievement (r = -.584, p < .001). Multiple regression analysis indicated that socio-educational problems accounted for 38.6% of the variance in academic achievement (R^2 = .386, F = 36.94, p < .001). Domestic demands and infrastructural isolation were the strongest negative predictors. The findings call for targeted educational reforms including localized seasonal school calendars, enhanced residential schooling and culturally responsive bilingual bridge pedagogy.
Keywords: Gujjar community, socio-educational problems, academic achievement, Kupwara District, tribal education, pastoral education