A recent study conducted by the Social Data Initiative Forum has shed light on the concerning academic performance of Muslim students in the Intermediate examinations. The study revealed that 40% of Muslim students did not pass the exams, attributing this outcome to inadequate coaching and guidance.
According to Syed Khalid Saifullah of the Social Data Initiative Forum, out of the 4.19 lakh students who appeared for the Intermediate examinations this year, 71,619 were Muslims. While the overall failure rate in the state stands at 36%, it rises to 40% for Muslim students, with a total of 32,686 Muslim students failing the exams.
The research further highlights the alarming failure rate among Muslim students in Hyderabad, where a staggering 50% did not clear their Intermediate exams. This discrepancy raises concerns about the educational support and resources available to Muslim students, particularly in the city of Hyderabad.
In response to these findings, the Social Data Initiative Forum, in collaboration with Shaheen Academy, has launched FreeSupplementaryCoaching.com, a website that offers free online classes in all subjects, comprehensive educational resources, and support to help students overcome their academic challenges. This initiative aims to bridge the coaching and guidance gap experienced by Muslim students, providing them with access to quality education and opportunities for improvement.
Furthermore, the study highlights disparities within Hyderabad itself. The city has been divided into three zones for the purpose of Intermediate exams. A comparison between Muslim students from Hyderabad and those from other districts reveals significant differences in performance. Students from Zone II in Hyderabad exhibited a high failure rate of 52%, whereas Muslim students from Mulugu performed relatively well, with only 10% failing the exams.
These findings underline the importance of addressing the specific educational needs of Muslim students, particularly in regions where they face significant challenges. Providing equal access to quality coaching and resources is crucial in fostering educational success and reducing disparities among students.
Efforts to improve the academic outcomes of Muslim students should not be limited to a single initiative or organization. It requires a collaborative approach involving educational institutions, community leaders, policymakers, and other stakeholders. This could include implementing targeted interventions such as mentorship programs, scholarship opportunities, and additional support systems within schools to enhance the educational experiences of Muslim students.
Ultimately, by recognizing the unique challenges faced by Muslim students and working collectively to address them, society can strive for more equitable educational opportunities, empowering all students to reach their full potential.