Table 1.
Demographic data of boys studying in GES and MES schools
| Groups | Number of students n | S (Mean±SD) | Years A (Mean±SD) | Years B (Mean±SD) | C (Mean±SD) | D (Mean±SD) | E(Mean±SD) | Years Age (Mean±SD) | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
| GES | 49 | 6448.98 ± 1969.15 | 1.31 ± 1.37 | 1.18 ± 0.39 | 2.18 ± 1.52 | 4.02 ± 0.14 | 1.35 ± 0.48 | 12.16 ± 0.66 | |||
| MES | 49 | 6704.08 ± 2174.47 | 0.47 ± 0.53 | 1.18 ± 0.39 | 2.35 ± 1.38 | 4.02 ± 0.14 | 1.33 ± 0.47 | 12.31 ± 0.68 |
GES - Gurukula Education system, MES - Modern education System, S - Salary of family, A - Education of father, B - Education of mother, (Education up to SSLC = 1, Graduation = 2, Postgraduation = 3, Professionials = 4) C - Occupation of father, D - Occupation of mother (Agriculture = 1, Business = 2, Academician = 3, Others = 4) E - Social setup (Rural = 1 Urban = 2)
The results show no significant differences between GES and MES in all the demographic parameters (independent samples t test, P > 0.05). Differences between the GES and MES groups for levels of education of father, education of mother, occupation of father, occupation of mother, and social setup were assessed using X2 test and were found to be not significant (P > 0.05).