Bridging Knowledge Gaps: The Influence of Structured Education on Parental Knowledge and Attitude towards the Right to Education in Community
Introduction: One of the most significant and widely acknowledged rights in international human rights law is the Right to Education (RTE). The field of society is significantly impacted by education. Since it is safe to infer that an individual is incomplete without schooling. Education is what mak...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Private Limited
2025-08-01
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| Series: | Journal of Clinical and Diagnostic Research |
| Subjects: | |
| Online Access: | https://jcdr.net/article_fulltext.asp?issn=0973-709x&year=2025&month=August&volume=19&issue=8&page=LC24-LC28&id=21357 |
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| Summary: | Introduction: One of the most significant and widely acknowledged rights in international human rights law is the Right to Education (RTE). The field of society is significantly impacted by education. Since it is safe to infer that an individual is incomplete without schooling. Education is what makes a person civilised, polished, cultured and knowledgeable. Education plays a major role in creating an optimal environment and encouraging openness and effective governance within an entity.
Aim: To evaluate parental knowledge and attitude regarding the RTE Act and its implications for their children within a defined community.
Materials and Methods: This quasi-experimental study was conducted in the Sawangi Meghe Wardha community area of Maharashtra, India, from November 2023 to May 2024. A convenience, non probability sampling technique was used to recruit a sample size of 55 parents. After ensuring each participant that their information would remain anonymous, the researcher contacted them, explained the purpose of the research and solicited their concerns. A knowledge questionnaire and attitude scale was given to assess the knowledge and responses of rural parents. The findings of the study were analysed using t-test and one-way Analysis of Variance (ANOVA).
Results: The majority of parents were middle-aged, with 80% falling within the 31-35 years age range. Most parents were male, making up 69.1% of the total, while 30.9% were female. A comparative analysis of parents’ knowledge and attitudes regarding the RTE across different neighbourhoods revealed significant improvements following the planned teaching initiative. The knowledge scores showed a marked increase, with a t-value of 18.38, indicating the programme’s effectiveness in enhancing RTE awareness. Furthermore, parental attitudes toward the RTE Act also improved significantly, as evidenced by a t-value of 9.11 (p-value <0.05), confirming that the initiative successfully fostered a more positive outlook on children’s RTE in the targeted communities.
Conclusion: The parental attitudes and knowledge regarding RTE Act were considerably enhanced by the Planned Teaching Initiative. Increasing community involvement in guaranteeing access to high-quality education and improving advocacy for children’s educational rights might result from raising parental understanding of the RTE Act. |
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| ISSN: | 2249-782X 0973-709X |