Gender and Parental Income Disparities in Secondary School Students' Hard Skills Levels: A Study in Sri Lanka

Abstract

Aims: This research investigates the intricate interplay between gender and parental income as pivotal determinants influencing hard skills proficiency among secondary school students in Sri Lanka. Positioned within the dynamic landscape of secondary education, the study aims to unravel the nuanced factors that contribute to educational disparities. Study Design:  Methodologically, a quantitative research design was employed, utilising a survey-based approach to gather data from a diverse sample of 1350 secondary school students in Sri Lanka. The sampling strategy employed was stratified random sampling, ensuring representation across various socio-economic strata. The study used rigorous measures to guarantee the questionnaire's validity and reliability, enhancing the findings' robustness. Place and Duration of Study: Situated within the diverse socio-economic landscape of Sri Lanka, the research spans secondary schools in different regions of the country. The study duration encompassed a specific timeframe, providing a snapshot of the current state of affairs within the evolving educational system of Sri Lanka Methodology: The findings revealed moderately high overall hard skills proficiency levels among secondary school students, with notable variations in language skills and project contribution. Significant gender-based disparities and parental income variations were identified, underscoring the necessity for targeted interventions. The study's contribution to the discourse on educational equity and social justice is evident, emphasising the broader societal and economic contexts. Results: The research findings highlight gender-based differences and parental income disparities, shedding light on specific areas where interventions are urgently needed. Language skills and project contribution emerged as key domains where variations were pronounced, providing actionable insights for policymakers and educators Conclusion: This research highlights the urgency of implementing gender-sensitive educational interventions, initiatives to enhance computer skills, and targeted support for low-income families in Sri Lanka. Emphasising the necessity for policy changes prioritizing educational equity and advocating for community engagement initiatives, the successful application of these recommendations in Sri Lanka could serve as a blueprint for fostering inclusive and equitable learning environments globally.