Abstract

The objective of the study was to investigate the learning environment of public and private schools at secondary level. five public and five private secondary schools were the sample of this stusy in Lahore district. In addition, 100 male and female students of public and private schools was the sample of this research. The data was collected through self-developed instrument by the researcher. Major findings of the research were that students of public schools were more motivated toward studies as compared to students of private schools. In addition, public school teachers created the friendly learning environment as compared to private school teachers. Moreover, learning environment of private schools was free from noise and threats than public school. Furthermore, students of private school are satisfied from the teaching methodology as compared to the students of govt. schools. Finally, treatment of private schools teachers with the students is biased in the class rooms.

Key Words

Learning Environment, Physical, Psychological, Secondary Schools

Introduction

There is very important major role of education is that to bring a change in the society and contribute in the prosperity of the society. So education is always necessary for any culture, country, and person. After this, there is need to maintain quality of education in order to increase productivity. Furthermore, all levels of education are very important such as primary, secondary, and higher (Khan, Fauzee & Daud, 2016). Another study also shed light on the importance and need of the education for the progress and prosperity of the society (Amer, 2009). In addition, the studies of Farahet, Fauzee, and Daud (2015) described that the progress of education system leads to the nations towards prosperity. Many research studies described that there is vital role of education in progress and prosperity of the country (Azam & Ather, 2010; 2015; Azam et al., 2014).

First of all definition of school environment is all those things which exist in the boundary of the schools such as environment for study, classroom environment, seating arrangement of students, psychological environment, all facilities (sports, physical and mental health )for students, and assessment procedures for the promotion of the students (Zais, 2011). Moreover, it was observed in Pakistani public and private schools that physical learning environment was suitable and appropriate for the students but the problem is occuring in the behaviour of students and teachers. Further, it was also noticed that lack of teaching quality is existing in both sectors. So, improvement in learning environment is needed in both sectors (Ahmad, 2010). Similarly, findings of a study pointed out that there are many private schools those have small area for playing which is effecting the physical growth of students (Qureshi, 2002).

 Positive impact of learning environment on students' achievement was found in English medium schools. On the other side, students’ learning got positive effect by classroom specific environment in Urdu medium schools. In result, it was observed that effective learning environment is a big cause to improve students' science learning (Mehmood & Gondal, 2017). In addition, research shed light on those factors which are very helpful to make in performance of students higher in private schools (Rizwan, Azad, Ali, & Mehmood, 2016). Another study observed that physical learning environment effects the social behavior of the students in schools (Shamsuddin, Bahauddin, & Aziz, 2012).

Govt. schools have good facilities for students such as physical structure of school, natural lighting and ventilation, playgrounds, washrooms, tree plantation etc. In contrast, these facilities are not existing in private sector schools (Awan, 2010). Furthermore, a study revealed the unsatisfactory output of private schools due to lack of uniformity across districts. So, it was also surprising to see where public schools are performing even better than private and NGO adopted schools. In breif, it was suggested and stressed upon the need for improving the quality of education in Govt. schools. For this purpose, it is necessary to recruit the highly qualified teachers. Moreover, another essential thing is to emphasize on teacher training in the public and private sectors across six districts of Pakistan and AJK (Arif & Saqib, 2003). In addition, one of the major factor which is effecting quality of teaching is lack of teaching and learning resources in schools. Another factor is lack of professional skills, which is very important for the enhancing teaching skills of teachers. So, it is suggested by the researcher that it is duty of the state is, to provide professional opportunities to the teachers in order to increase their teaching skills. (Ahmed, Rehman, Iqbal, Ali, & Badshah, 2013). Moreover, it is suggested to the policy makers by Khan, Fauzee, and Daud, (2016) that they should make a frame for effective policy or any other strategy which will helpful to focus on quality of teaching and increase the performance of govt. Teachers.

Furthermore, Pakistani researchers revealed that performance of private school’s teachers was more effective and productive as compared to the government school teachers (Khan, Fauzee, & Daud, 2016). Similarly, Khan, Chandio and Farooqi (2014) pointed out in their study that pakistani private schools have better performance assessment system of students as compared to government schools. In addition, private schools were not have effective classroom environment as comapred to public schools. Another study proved that educational progress of students depends on qualification and competence of teachers (Aslam, Malik, Rawal, Rose, & Vignoles, 2019). It is proved in Pakistani study that low or poor subject knowledge of teacher affects badly the performance of the students (Aslam & Kingdon, 2011). Consistently, it is also investigated by Saleem, (2002) that those teachers who are not equipped with professional degree or trainings they are unable to do work or duty creatively.

 Aslam (2007) found that private schools have good quality of education. On the other side, government schools have not showing good quality of education. In the same way, Amjad and MacLeod (2014) showed in their study that those private schools are best in quality of education which are more expensive and unaffordable for common people in South Asia as compared to public schools. In result, those private schools ahve good academic outcomes. In contrast, Iqbal (2012), highlighted that government schools are more conducive as compared to private schools in Pakistan. The research of Liaqat (2009) indicated that private schools have better and effective teaching quality than of public schools. Moreover, He explained that the teachers of private schools prepared a complete lesson plans before teaching as compared to the teachers of Public schools. In addition,it was observed in the study that usually in public schools do not arranged co-curricular activities as compared to private schools. Because private schools give opportunity to the teachers that they enable to display their competences in different co-curricular activities (Khan, Noreen, & Raza, 2012)

Significance of the Study

A major aim of this survey is to differentiate the learning environment between Govt. and private school at secondary level. This stusy is important for educators and also for the schools to make effective learning environment for students. Another benefit of this research is to the schools to observe positive factors and make school climate good for students. This research might be fruitful for teachers of secondary schools to give importance the psychological learning environment along the physical learning environment. This study may be helpful for secondary schools to make the learning environment interesting to use different methods and A.V aids in order to increase students' performance. This study might be helpful for teachers that how motivate the students toward studies.

Objectives of the Study

Objectives of the study were follows:

1. To compare the learning environment of public and private schools at secondary level.
2. The students of public and private schools are satisfied with classroom learning environment.

Research Questions

Research questions of the study were:

1. What is the difference between learning environment of public and private schools?
2. Do the students of public and private
3. Schools satisfied with classroom learning environment?

Methodology

This was descriptive study by nature and of survey type.

Population of Study

Population of study consisted on secondary students of Govt. and private schools of Lahore city. Due to the short time and being a female student all the schools weren't accessible for researcher.

Sample and Sampling Technique

Sample of this study was hundred students from five public and five private schools. Samples was selected randomly. Furthermore, ten schools of Lahore city (five govt. And five private schools) were selected for this study randomly. Moreover, 50 students of 10^th grade from 10^th public schools and 50 of 10^th grade from 10^th private schools were selected by using random sampling technique.

Instrument of the Study

Questionnaire was used as a tool of research which consisted of twenty statements. Researcher prepared these statements in perspective of learning environment. In which included discipline, changes of seating arrangement, motivational climate, and proper provision of temperature and ventilation in the classroom for students and communication of teacher with students. Researcher gave the options before the statements of yes or no to get the response. For the collection of required data, questionnaire was prepared under the instruction of supervisor.

Data Collection Procedure

Researcher prepared 100 copies of questionnaire. First of all researcher went to the Govt. and private Schools in Lahore Cantt. After this, researcher had provided the authority letter to the principals of schools. After read the authority letter principals gave permission to the researcher to go into the 10^th grade classroom. Then, researcher went into the classroom and gave the brief introduction of herself. After this, researcher provided the questionnaire to each student individually. So, researcher explained the purpose and significance of study to motivate the students to answer the questions vigilantly. Finally, researcher collected the filled questionnaire from the students by herself.

Analysis of Data

Data was organized in tabulated form and percentage of each question is shown in the tables, data in each table were interpreted and presented in the form of table.

Data Analysis

This study aimed to compare the learning environment of public and private secondary schools. The analysis of data collected through questionnaire from students.

Questionnaire is given in tabulated from & percentage of each question is given in the tables. Data in each table has been interpreted & interpretation is given after each table.

Table 1

S.No		Statement		Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
1.	Teacher changes the seating arrangement in the classroom.	33	66	17	44	24	48	16	52
2.	Furniture is available for students in the classroom.	45	90	5	10	49	98	1	2

Analysis of Table No.1 indicates

1. 66% students of public schools have opinion that teacher changes the sitting arrangement in the classroom while 52% students of private school respond that teachers don't change the sitting arrangement in the classroom.
2. 90% students of public & 98% private school agreed that furniture is available for students.

Table 2

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
3.	Proper ventilation provides in the classroom.	46	92	4	8	44	88	6	12
4.	Proper temperature provides in the classroom.	38	76	12	44	37	74	13	26

Analysis of Table.2 indicates

1. 92%students of public & 88% of private schools are agreed that proper ventilation provides in the classroom.
2. 76%students of public & 74% of private school have opinion that proper temperature provides in the classroom.

Table 3

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
5.	Teacher treatment is biased with students in the classroom.	20	40	30	60	31	62	19	38
6.	Teacher communicates politely with all students.	50	100	0	0	44	88	6	12

Analysis of Table No.3 indicates

1. 62% of private school response that teacher's treatment with all students is biased in the classroom while 60% students of public schools have opinion that teacher's treatment with all students is not biased.
2. 100% students of public & 88% of private school have opinion that teacher communicates politely.

Table 4

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
7.	Teacher appreciates the work of students.	48	96	2	4	46	92	4	8
8.	Teacher motivates the students toward studies.	50	100	0	0	44	88	6	12
9.	Teacher develops interest of the students in learning.	50	100	0	0	49	98	1	2

Analysis of Table No.4 indicates

1. 96% students of public & 92% of private school respond that teacher appreciate the work of students.
2. 100% students of public & 88% of private school agreed that teacher

motivates the students toward studies.

1. 100% students of public school have opinion that teacher develop interest of the students in learning & 98% students of private school.

Table 5

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
10.	Students follow the discipline rules in the classroom.	41	82	9	18	41	82	9	18
11.	Students makes noise during the learning environment.	36	72	14	28	38	76	12	24

Analysis of Table No.5 indicates

1. Opinion of 82% of public & same of private school students that students follow the discipline rule in the classroom.
2. 72% students of public & 76% of private school agreed that students make noise during the learning in the classroom.

Table 6

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
12.	The activities used in the classroom are interesting.	44	88	16	12	44	88	6	12
13.	Teacher creates the friendly learning environment.	47	94	3	6	45	90	5	10
14	Classroom learning environment is attractive for students.	41	82	9	18	36	72	16	28

Analysis of Table No.6 indicates

1. 88% students of public school respond that the activities used in the classroom are interesting & same of private school.
2. 94% students of public school have opinion that teacher creates the friendly learning environment in the classroom & 98% students of private school.
3. 82% students of public & 72% of private school have opinion that classroom learning environment is attractive for students.

Table 7

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
15.	Students are satisfied form the teaching method of the teacher.	46	92	4	8	47	94	3	6
16.	I am satisfied with the learning environment of the classroom.	46	92	4	8	47	94	3	6

Analysis of Table No.7 indicates

1. 92% students of public & 94% of private school are satisfied from the teaching method of the teacher.
2. 92% students of public & 94% of private school are satisfied from the classroom learning environment.

Table 8

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
17.	Learning environment of classroom free from noise.	34	64	16	36	36	72	14	28
18.	Learning environment is free from threats.	29	58	21	42	38	76	12	24

Analysis of Table No.8 indicates

1. 36% of public & 72% of private school students respond that learning environment is free from noise.
2. 58% students of public & 76% students of private school are agreed that learning environment is free from noise.

Table 9

S.No	Statement	Public School Students	Private School Students
Yes	No	Yes	No
F	%	f	%	f	%	f	%
19.	Teacher calls the students by their names.	48	96	2	4	49	98	1	2
20.	Teacher solves the problems of students related to their studies.	46	92	4	8	47	94	3	6

Analysis of Table No.9 indicates

1. 96% students of public & 98% of private school have opinion that teacher calls the students by their names.
2. 92% students of public and 94% of private school agreed that teacher solves the problems of students related to their studies.

The major findings, which emerge from the data analysis, are as followed:

1. 66% students of public school respond that that teacher changes the seating arrangement while 52% students of private school respond that teacher does not change the seating arrangement.
2. 90% students of public & 98% students

of private schools said that furniture is available for students.

1. 92% students of public school & 88% students of private school give opinion proper ventilation provides in the classroom.
2. 76% students of public & 74% students of private school said that proper temperature is providing in the classroom.
3. 100% students of public & 88% students of private school respond that teacher communicates politely.
4. 100% students of public & 88% students of private school give opinion that teacher motivates the students toward studies.
5. 96% students of public & 92% students

of private school respond that teacher appreciate the work of students.

1. 72% students of public schools& 76% students of private school said that students make makes noise during the learning in classroom.
2. 88% students of public & private school respond that activities used in the classroom are interesting.
3. 100% students of public school & 98% students of private school said that teacher develop interest in learning.
4. 94% students of public school while 90% students of private school respond the teacher creates the learning environment in the classroom.
5. 82% students of the public & 72% of private school said that classroom learning environment is attractive for students.
6.  92% students of govt. school & 94% students of private school are satisfied from the teaching method of the students.
7. 92% students of public school & 94% of private school are satisfied from the classroom learning environment.
8. 36% students of public & 72% students of private school said that learning environment is free from noise.
9. 58% students of public & 76% students of private school give opinion that learning environment is free from threats.
10. 40% students of public & 62% students of private school respond that teacher's treatment with student is biased in the classroom.
11. 100% students of public & 88% students of private school said that teacher communicates politely.
12. 96% students of public & 98% students of private school give opinion that teacher calls students by their names.
13. 92% students of public & 94% students of private school respond that teacher solve the problems of students related to their studies.

Conclusion and discussion

After the analysis of data, findings were drawn & in the light of findings, it was concluded that:

Results of present study found that most of the public schools teachers changed the seating arrangement of students as compared to private schools. In addition, private schools ensured the furniture availability as compared to public school. In contrast, public secondary schools were better in provision of physical facilities (buildings, libraries, play grounds, furniture than private secondary schools (Imran, 2008). Similarly, a study was noticed less basic facilities in govt. schools as comaprison of private schools due to many reasons (Saqib, Ishfaq, Bilal, Mashood, & Jahangir, 2015). Consistently, positive correlation was found regarding physical learning environment of school with students learning outcomes in the results of Hale's (2002) study. Likewise, Rydeen (2003) shed light on effectiveness of academic environment on the achievement of the students in school.

Results of current research described that most of the educators of public schools communicate politely rather than private school. Furthermore, it was also found that mostly students of private schools are of the opinion that teacher's treatment is biased with students in the class rooms. Likewise, Mehmood and Rehman (2011) found that 72% students of govt. secondary schools agreed that teacher responds student questions politely. So it was analysed in the light of findings that private school teachers’ behavior with students is better than govt. school teachers (Ahmed, Mehmood, Ghuman, Perveen, 2013)

 Public schools teachers motivate the students toward studies as compared to private school teachers. In addition, it was also showed in current study results that Students of public schools say that class room learning environment is attractive for them rather than the students of private school. Similary, Mehmood and Rehman (2011) found that Majority of 80% respondents of secondary public schools agreed with the statement that teacher uses questions to draw students attention. However, our results are contradictory to the results obtained by study of Imran (2008) and Ahmed, Rehman, Iqbal, Ali, and Badshah, (2013) pointed out that private school teachera have positive and motivating Behaviour which is helpful for students to encourage questioning and enhanced creativity among students, whereas public schools were have not these. Another study found that Public school teachers create the friendly learning environment as compared to private school teachers. Likewise, it was also stated that public school teachers motivated less to students (Institute of Economic Development and Alternatives (IDEAS), 2016)

Present study highlighted that the students of private schools are satisfied with the teaching methodology & learning environment of school as compared to students of public schools. Another finding of present study was found that most of teachers of public schools solve the problems of students related to their studies as compared to private school teachers. Students of public school say that teacher develop interest in learning while the students of private school are less satisfied. Similarly, it was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation (Farooq & Feroze, 2017). In another research of Awan and Zia (2015) stated that, parents preferred to join the private sector due to quality of education. It is also shown that esucation system is also improved due to qualification of teachers but in government sector, it was leacking. Moreover, there is no sustainability in quality of education inspite of many in job training and refresher courses. So it is disappointing thing in public sector.

 It can be concluded in Present research that learning environment of private schools is free from noise but the students of public school students are not satisfied. Moreover, it was also pointed out that Students of private schools say that learning environment is not free from threats while students of public school are less satisfied. Likewise, findings of Onukwo's (2004) study revealed that student's performance was poor due to noisy and disturbing environment. In addition, it was also stated that students' performance was better and effective due to friendly and safety school environment.

Recommendations

Based on findings & conclusion of the study, the following recommendations are intended for the improvement of learning environment of public & private schools.

1. There is need to make special teams of educationists which will be helpful to make surprise visits and supervise the both sector schools.
2. Government need to make policy about improving the education system in both sectors.

References

• Awan, G. A., & Zia, A. (2015). Comparative Analysis of Public and Private Educational Institutions: A case study of District Vehari-Pakistan. Journal of Education and Practice, 6(16), 122-132.
• Ahmed, I., Rehman, S., Iqbal, S., Ali, F., & Badshah, R. (2013). Problems of Government Secondary School System in Pakistan: Critical Analysis of Literature and Finding a Way Forward. International Journal of Academic Research in Business and Social Sciences, 3(2), 85-96
• Ahmed, M., Mehmood, T., Ghuman, A. M., & Perveen, S. (2013). Is Effective Education in the Hands of Private Schools or Government? Comparative Analysis between Government and Private Sector. Journal of Educational and Social Research, 3(2), 359-365.
• Awan, N. M. (2010). Comparative Study of Availability and Quality of Physical Facilities in Public and Private Schools in the Punjab. Journal of Elementary Education, 28(1), 99-107
• Ahmad, M. (2010). Application of Classroom Management Strategies in Public and Private Sector at School Level in Pakistan. Journal of Managerial Sciences, IV(1), 55- 66
• Amer, M. (2009). Existing education system of pakistan Psycho - social and socio- economic effects. NDU Journal, 1(3), 1- 10.
• Arif, M. G., & Saqib, U. N. (2003). Production of Cognitive and Life Skills in Public, Private, and NGO Schools in Pakistan. The Pakistan Development Review, 42(1), 1- 28.
• Aslam, M., Malik, R., Rawal, S., Rose, P., & Vignoles, A. (2019). Do government schools improve learning for poor students? Evidence from rural Pakistan. Oxford Review of Education, 45(6), 802- 824.
• Aslam, M., & Kingdon, G. (2011). What can teachers do to raise pupil achievement? Economics of Education Review, 30, 559– 574.
• Aslam, M. (2007). The relative effectiveness of government and private schools inPakistan: are girls worse off? London: Research Consortium on Educational Outcomes and Poverty (RECOUP) WP07/04, University of Oxford.
• Amjad, R., & MacLeod, G. (2014). Academic effectiveness of private, public and private–public partnership schools in Pakistan. International Journal of Educational Development, 37, 22–31.
• Azam, M., & Ather, M. A. (2010). Role of human capital in economic development: evidence from Pakistan (1961-2009). Interdisciplinary Journal of Contemporary Research in Business, 2 (4), 220-233.
• Azam, M., &Ather, M. A. (2015). Role of human capital and foreign direct investment in promoting economic growth: evidence from Commonwealth of Independent States. International Journal of Social Economics, 42 (2), 98-111.
• Azam, M., Ibrahim, Y., & Bakhtiar, B. (2014). Foreign direct investment and economic growth in Asia. Actual Problems of Economics, 11 (161), 58-67.
• Farooq, S. M., & Feroze, N. (2017). Public vs private quality education at primary level in Pakistan. International Online Journal of Primary Education, 6(2), 1-23.
• Farah, K., Fauzee, O. M. S., & Daud, Y. (2015). Significance of teachers and education in promoting national economic development: a case study of Pakistan. Asian Social Science, 11 (12), 290-296
• Hale, O. (2002). Improving performance. American School and University, 75(2), 32-35
• Institute of Economic Development and Alternatives. (2016). School Management Systems in Punjab: Evidence from a study of government and NGO schools.
• Iqbal, M. (2012). Public versus private secondary schools: A qualitative comparison. Journal of Research and Reflections in Education, 6(1), 40 -49
• Khan, A. E. R., Noreen, S., & Raza, M. (2012). Household choice of public versus private schooling, a case study of Bahawalpur City. Middle-East Journal of Scientific Research, 11(1), 94–99.
• Khan, M. H. A., Chandio, J. H., & Farooqi, M. T. H. (2014). Comparison of performance appraisal system in public and private schools. Pakistan Journal of Commerce and Social Sciences, 8 (1), 272-278.
• Khan, F., Fauzee, O., & Daud, Y. (2016). Qualitative analysis of the teacher's performance in Private and public sector schools: a developing Country's experience. Educational Research International, 5(4), 33-39.
• Liaqat, S. (2009). Comparison of quality of teaching between government and private schools. Lahore: Division of Education, University of Education.
• Mehmood, T., & Gondal, B. M. (2017). Effect of School Environment on Students'Achievement: Cross Comparison of Urdu and English Medium Classes in Punjab Province. Pakistan Journal of Education, 34(1), 67-80.
• Mehmood, T. R. (2011). Effective use of teaching methodologies at secondary level in pakistan . Journal of American Science, 7(2), 313-320.
• Onukwo, G. (2005). Class Note on Educational Psychology, post graduate diploma in education.
• Qureshi, S. (2002 ). Decentralization to district level. Ministry of Education, Islamabad, Pakistan. 31-40.
• Rizwan, M., Azad, Z., Ali, A., & Mehmood, S. (2016). Comparative Study on Educational Management in Public and Private Institutions in the Twin Cities of Pakistan. REM - Research on Education and Media, 8(2), 1-9.
• Rydeen, J. E. (2003). Environmental design: Focusing on human factors. American School and University, 75(12), 158-161.
• Saqib, Z., Ishfaq, S., Bilal, F., Mashood, B. A., & Jahangir, A. (2015). Analysis of primary education at ngos, private and public schools in muzaffarabad. International Online Journal of Primary Education, 4(2), 9-23.
• Shamsuddin, S., Bahauddin, H., & Aziz, A. N. (2012). Relationship between the Outdoor Physical Environment and Students' Social Behaviour in Urban Secondary School. Procedia - Social and Behavioral Sciences, 50,148–160.
• Zais, M. (2011). South Carolina School Environment Initiative. Columbia: South Carolina Department of Education.