Jokhio Jasarat Ilyas Sindhi
The present study was designed to explore and document the challenges of poor students in their academic career and suggest the best and consolidated resolution of the problems faced by the students of secondary level public sector schools of district Thatta. Definitely, the study would be excavating the changes brought about since the independence and their consequent repercussions in Thatta, Sindh Pakistan. There is no doubt in accepting the fact that education brings about a change in the social, political and cultural scenario of the country; though the change remains slow but, it has an impact on the society at large scale. It brings about improvements in the organizational problem-solving through the use of design, structural paraphernalia, globalized need and quality based systems. Alongside it, the processes to enhance the efficiency and effectiveness of recurrent systems, is also addressed in a most befitting manner. This article is an endeavor to look into the recurrent status of education in Thatta Sindh, Pakistan. Poor academic performance, according to a research, is a performance that is adjudged by the examiner and some other significant factors as falling below an expected standard. Poor academic performance has been observed in different school subjects especially; Mathematics and English language among the secondary school students, generally. Educationists stress that academic failure is not only frustrating to the students and the parents, but also effects the society in terms of dearth of manpower in all spheres of the economy and politics. In public sector schools in Pakistan, the enrolled students mostly belong to middle class, lower middle class, and poor class families. They are prone to a number of problems in the pursuit of their academic progress from early childhood to secondary and higher secondary level. Class differences result in many sorts of discrimination in the society. It is observed that poor students tend to have a high drop rate with progress to higher classes due to low grades and lack concentration and attention towards getting educated. The present study was designed with the statement of the problem which can be written as; In Pakistani public sector secondary schools (specially in Sindh), the enrolled students mostly belong to middle class, lower middle class, and poor class families. They suffer variety of problems in their pursuit of academic progress throughout the career with having individual, group, and class differences. It’s observed that poor students tend to have a high drop out rate with progress to higher classes due to low grades and lack concentration and attention by parents or teachers. As prescribed in the constitution and accordingly employed by the governments still there remains great need of improvement in the Public Sector Schools of Sindh Pakistan. There is a dire need of eradicating class disparity; gender disparity by educating teachers and educators for equal and just attitudes towards students belongs to poor and deprived communities. The research objectives of the current study were made; to identify main challenges to poor students in academic performances, to account for reasons of those challenges, to execute questionnaires in order to get data as well as to analyze data in order recommend mitigation strategies to reduce impact of challenges. In any research, the research questions are of important significance. This is descriptive research moving around the analysis of the challenge to poor students in academic career. Therefore, a questionnaire was developed, consisting of open ended questions in order to understand the awareness regarding the problems. The study significance is of important way as it emphasizes the problems faced by poor students in academic career. This report identifies the problems faced by the students of the district Thatta, Sindh. Therefore, it is a great scope and limitations in this research as it focuses the following array of variables, relating to challenges to poor students in academics: 1) Specific learning difficulties 3) Lack of motivation, guidance and awareness, confidence and low self esteem 4) Emotional Distress 5) Conducive atmosphere at home 6) Poor nutrition and feeding habits 8) Attention not given to the poor students.
