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Population Growth and Levels of Education in Bihar

Journal: International Journal of Science and Research (IJSR) (Vol.10, No. 8)

Publication Date:

Authors : ;

Page : 962-973

Keywords : Population Growth; Levels of Education; Bihar; Literacy Rate; Coefficient of Correlation; Z - Score; Trends of Population Growth; Trends of Literacy Rate;

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The present paper tries to analyse the trends of population growth and literacy rate and their correlation in India and Bihar, since 1951 to 2011, which indicates high level of positive correlation and is significant at 95% level of confidence in terms of Bihar, but in India, it indicates low level of positive correlation and is not significant. Apart from this, we have tried to understand district level disparity in population growth rate and literacy rate as well as sixteen other variables to assess the level of education in Bihar. On the basis of composite z - score value it has been established that out of 38 districts only four districts recorded positive composite z - score, which clearly reflects the level of education in Bihar, which can be authenticated by means of the lowest literacy rate of 61.80 percent of Bihar, among all Indians state in 2011. It has been clear from the study that all the four districts having high population growth rate are located in North Bihar and all of the four districts having high literacy rate are located in South Bihar. Attempt has also been made to identify the coefficient of correlation by means of Karl Pearson?s method, between population growth rate and seventeen variable related to level of education, including literacy rate at district level. Population growth rate and literacy rate have medium level of negative correlation, and is significant at 99% level of confidence. Apart from this, two other variables like number of affiliated college and Constituent colleges are having low level of negative correlation, and are not significant. Whereas, rest of the fourteen variables are positively correlated with population growth rate.

Last modified: 2022-02-15 18:36:48