Author: Sagarika Jena
DOI Link: https://doi.org/10.70798/Bijmrd/03060030
Abstract: This study examines the achievement gap between high and low socio-economic status (SES) students in higher secondary education and evaluates the effectiveness of targeted interventions in reducing this disparity. A quasi-experimental pre-test–post-test design was employed to measure academic differences and assess the impact of remedial strategies. The sample comprised 60 students drawn from two governmentaided schools in Puri Town, selected through stratified random sampling to ensure equal representation of 30 high-SES and 30 low-SES students. The Socio-Economic Status Scale (modified Kuppuswamy, 2019) was used to classify students, while validated Achievement Tests in English and Mathematics (100 marks each) measured academic performance. Intervention strategies included 15 hours of remedial teaching, access to ICT-based digital learning modules, and structured mentoring and counseling sessions. Pre-test data revealed a significant gap in achievement levels between SES groups. Post-test results, analyzed using SPSS through paired samples t-tests, showed notable improvement among low-SES students, thereby reducing the achievement gap. The findings demonstrate that targeted academic and psychosocial interventions can significantly enhance performance among disadvantaged learners. While gaps persist, sustained and multilevel support strategies hold promise for fostering equity and inclusivity in education, ensuring that socioeconomic background does not hinder academic potential.
Keywords: Socio-Economic Status, Achievement Gap, Intervention Strategies, Higher Secondary Education, Puri.
Page No: 258-267