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Students spend most of hours per day in school learning and interacting with school facilities. School influences students’ daily activities. As such students gradually develop some views and understanding about their school facilities. Understanding of student’s outlooks regarding their school is significant. Particularly girl’s students, do best when they are educated. Hence, attempt has been made in this study to know- whether girls’ students of Government schools Seppa area know their school facilities? And what suggestions they prescribed for its improvement?

Do the girl students know their school physical infrastural facilities?

School infrastructural facilities includes school buildings, teachers, library facilities, suitable spaces to learn, well- furnised desk and table, drinking water and sanitary facilities and others games and sports facilities. (Bhunia, shit and Duary)

What constitutes school?
School infrastructural facilities includes school buildings, teachers, library facilities, suitable spaces to learn (classroom, playground), well-furnished desk and table, drinking water and sanitary facilities and others games and sports facilities (Bhunia, Shit, & Duary, 2012). These are the some of attributes of school infrastructure facilities that support learning as well as influence on the effectiveness of the leaning process and to achieve learning objectives (Wibowo & Nugroho, 2020). This is so because infrastructure attributes create favorable environment for holistic development of students in school. It is also proven that school facilities such as teachers, laboratory, library, school buildings, chairs/tables, administrative blocks, chalk-board, school maps etc. are the most potent determinant to academic achievement (Owoeye & Yara, 2011). Even disadvantage section of society can have better learning outcome if school facilities are adequately fulfilled.There are studies suggesting well-furnished infrastructure school like proper library facilities in schools positively motivate and impact on students’ achievement (Srivastava & Srivastava, 2018;Suleiman& Tanslikhan, 2018) as well.Significanlty, availability of library services and utilization there of enhance the academic performance as well as success of students (Jean, B. 2021; Rodrigues& Mandrekar, 2020; Emmons & Wilkinson, 2011)). Along with school facilities, parrents support in children education such as helping homework, praising, and rewarding children the way they perform their task will create a habit of learing as well as strengthening better communication between parents and children (Ceka & Murati, 2016). And undeniably, adequate involvement of teachers factors like quality as well as quantity of teaching have a significant influence on the effectiveness of the learning process as well as academic achievement of students (Panayiotou, et al. 2014). But schools that lack school facilities like library facilities become greatest impediment to students’ academic performance (Jean, B. 2021). The present paper is an attempt to answer the following question:-
Research Question
1.    Do the girl students know their school physical infrastructural facilities?

To complete the present study survey method of educational research has been adopted by the investigator.

Considering the attributes of school infrastructures, survey study was conducted in three Government schools of Seppa town area. Seppa is the head quarter of East Kameng district of Arunachal Pradesh. Responses were randomly collected from 296 girls students studying in three government secondary schools (two were higher secondary and one was secondary school). These schools have total of 2,005 students from class 9^th to 12^th standard (table- 1), out of which 983 girls were found studying during the year 2020-21.

Table: 1. Total students in 03 Govt. Schools

	Class IX		Class X		Class XI		Class XII
	m	f	m	F	M	f	m	f	Total
Hr. Sec. Sch. Seppa	107	59	96	82	187	183	134	152	1000
Sec. Sch. New Seppa	81	38	45	53	-	-	-	-	217
Hr. Sec. Sch. Bazarline	102	83	82	86	134	184	54	63	788
Total	290	180	223	221	321	367	188	215	2005

To analyse the data frequency and percentage were used as statistical techniques. 

School Location and Facilities

It is generally believed the distance and location of school as well as extent of availability of school facilities ensure daily classroom participation of students (Baliyan & Khama, 2020; Moussa, Mostafa, & Elwafa, 2017; Aziz, Quraishi, & Asma, 2018). In case of distance of government schools in Seppa town area indicate less than half (40.20%) of total girls living within the distance of 01 km from their school location. It signifies, less than half of girls commuting to school daily. While, less than quarter (27.36%) of total girls were found living within the distance of 01 to 3 km from school location, whereas only 15.20 per cent and 10.81 per cent girls were found living at a distance of 03 to 5 km or more than 5 km respectively from their school location (see table- 2)(see table- 2).

Table-2: School Location and Facilities

Q.14	The distance of your school from home - a.     0 - 1 km b.     1 - 3 km c.     3 - 5 km d.     More than 5 km	Yes   119 81 45 32	%   40.20 27.36 15.20 10.81	No	%
Q.5	Standard of infrastructure of our school is - a.     very good b.     average c.     below average d.     poor	21 141 93 31	7.09 47.63 31.42 10.47
Q.01	Your school have hostel facilities for girls –	129	43.58	167	56.42
Q.18	Is there any exclusive girls’ school in your block?	106	35.81	190	64.19

Source: Field visit, 2021.

While considering the condition of school buildings, only 7.09 per cent are in very good condition, whereas 47.63 per cent school buildings are on average standard, 31.42 per cent and 10.47 per cent school building are below average and poor standard respectively. To some extent it shows maintenance of school buildings is undermined.

In past Government higher secondary school Seppa had separate boy and girl hostels. Currently, however, only girls’ hostel (43.58%) is functioning. This girls’ hostel is a pucca building made of brick, concrete and cement. Surprisingly, entire Seppa town area has no any Government schools exclusively meant for girl students (64.19%) were found.

School Sanitary Facilities

Availability of drinking water and sanitary facilities is outmost essential facility that school should have. Thus, school facilities, drinking water and sanitary facilities of government schools have been surveyed (table- 3). It was found that girls bring their drinking water from home (33.45%), although schools have tap water (33.12%) and storage drinking water facilities (22.63%) available for students and teachers.

Table -3: Sanitary Facilities in Schools

Q.08	The sources of drinking water at your school - a.     Tap water b.     Bring from home c.     Water from storage tank	Yes 98 99 67	% 33.12 33.45 22.63	No	%
Q.09	Your school have proper sanitary/toilet facilities -	146	49.32	150	50.68
Q.10	Your school have separate toilet facility for girls -	144	48.65	152	51.35
Q.11	Your school provides sanitary napkin to girls students during their emergency- Does it for free?	69   39	23.31   13.18	227   257	76.69   86.82

Source: Field visit, 2021.

Moreover, opinion regarding the availability of toilet facility in their schools indicated mix responses amongst the girl students. That almost half (49.32%) of girls admitted that their schools have proper sanitary/toilet facility, whereas 50.68 per cent girls denied school having such facility. In fact, only 48.65 per cent girls admitted school have separate toilet facility for boys and girls, whereas 51.35 per cent girls denied existence of separate toilet facilities in their school. Further, less than quarter (23.31%) of girl students agreed on provision of sanitary napkin facilities provided during emergency, whereas 76.69 per cent girl students denied such provisions in their school. In fact, 86.82 per cent girl students denied free provision of sanitary napkin to girls during emergency.

Educational opportunity

The constitution of India stated the provision of educational opportunity to all irrespective of any discrimination. New Education Policy (NEP, 2020) also clearly made provision of equal opportunity of education to all sections of society. Survey on girl students regarding educational opportunity (table- 4) indicated77.70 per cent schools in Seppa town area has children from all sections of society. However, only 22.30 per cent girl students denied enrollments from all sections of society. This could be due to predominantly habited by Nyishi community and rest are either government servants or business community. It is also speculated that all the business community and government servants prefer private schools as choice of their children education which need further investigation.

Table-4: Educational opportunity and challenges.

Q.02	Your school have children from all sections/tribes of society -	Yes 230	% 77.70	No 66	% 22.30
Q.03	Are there any girls in your age group12-16 year who has not taken admission in your school? If yes, numbers of girls’ students-	55   02 nos	18.58	241	81.42
Q.04	The reason for non-enrolments of girls’ students in Govt. schools- a.     Because of lack of money b.     Early marriage c.     Parents don’t want to send girls to school	222 49 27	75.00 16.55 09.12

Source: Field visit, 2021.

Moreover, study found that some girls (02 girls) indeed drop-out (18.58%) from these schools but accurate figure of drop-out students are unknown. Whereas 81.42 per cent girls denied such drop-out of girl students from their school. A cause of drop-out of girls from schools is varied and significant. While, in this study it was found that financial constraint (75%) and early marriage (16.55%) in the family are the certain reasons of non-enrollments/drop-out of girl students from their school however, parent’s unwillingness (09.12%) to send their girls child to school cannot be undermined.

Equal treatment and parents’ support

With educational opportunity, equal treatment and parents supports is equally important for sustainable educational growth of girls’ child. In fact, educational goal in schools can be achieved, only if parents and community support, assisting and motivating children learning, maintaining school safety as well as supporting various school programs (Maunah, 2019; Blazevic, 2016). Hence, in this survey equal treatment and parent’s supports seminally considered from girl students (table- 5).

Table- 5: Equal treatment and parents supports.

Q. 15	Does father support the girl child to take education?	Yes 270	% 91.22	No 26	% 8.78
Q. 16	Does mother support the girl child to take education?	282	95.27	14	4.73
Q. 17	Does your community also support the girl child education?	269	90.88	27	9.12
Q. 13	Your teachers come to school regularly?	179	60.47	117	39.53

Source: Field visit, 2021.

While, it was found in this study that 91.22 per cent father and 95.27 per cent mother equally supports their girls’ child for education. Significantly, society does supports (90.88%) exclusively for girls’ child education. Nevertheless, father (8.78% no support) inclination towards their girls’ child education is found less favorable than mother’s (4.73% no support) supports as shared by girl students.

It was also found that 60.47 per cent teachers regularly comes to school to facilitated children education, whereas 39.53 per cent teachers lack regularity to their duty. Such irregularity of teachers in gradual course of time may impair girls’ students’ zeal for education. These even call for immediate remedies.

Availing Government schemes

It is a common believe that women in India, especially girl children face many problems. In this direction Government of India initiate time-to-time various educational schemes. In this survey study only Mid-Day-Meal, free textbooks and scholarship scheme provisions were viewed from girl’s students (table- 6).

Table – 6: Availing Government Schemes

Q. 06	Is there provision of Mid-day Meal in school?	Yes 165	% 55.74	No 131	% 44.26
Q. 12	Your school provide free text book to girl students?	197	66.55	99	33.45
Q. 19	Government gives scholarship for girl child education?	200	67.57	96	32.43

Source: Field visit, 2021.

It was revealed that 55.74 per cent schools avail the mid-day meal schemes, whereas 44.26 per cent girl students shared lack of mid-day meal facilities in their schools. It was also found in this study that girl students do received free text book (66.55%) from their school and also avail scholarship (66.57%) every year but not all students. Whereas, less than half of girls student i.e. 33.45% and 32.43% disagreed upon the received of free text book and scholarship respective. 

Major Findings

Major findings of the present study are summed up as follows:

Most students were found reside at the distance of more than 03 KM away from school location. Infrastructural facilities of schools are average (47.63%), below average (31.42%) and poor (10.47%) in standard. To some extent it shows maintenance of school buildings is undermined. Schools also lack hygienic drinking water facilities, hygienic toilet facilities for all gender and no emergency room for girls (76.69%), and no provisions of free sanitary napkins (86.82%) facilities for girls during emergency. Lacking of such school facilities could be detrimental to students’ learning outcome. Further, drop-out among girl children still persists. It may be in small number but cannot be neglected. It is due to financial constraint (75%), to some extent practices of early marriage (16.55%) and unwillingness of parents (9.12%) to send their girl child to school as reveals. It is evident from the present study that though parents and society support for girls’ education yet some father (8.78 %) and mother (4.73 %) are found reluctant to send their girls child to school. Irregularity (39.53%) of teachers in schools is great concern. Even most of the government secondary and higher secondary schools lack hostel (56.42%) facilities. Moreover, to some extent girl children still lack knowledge pertaining to government education schemes. These call for urgent attention of Government to provide girls hostel facilities in secondary and higher secondary school level. If not, lack of all such school facilities in gradual course of time may impair girls’ child zeal for education. This is called for immediate remedies.

Suggestion for Improving School Facilities

Here an attempt has been made to incorporate the suggestions prescribed by girl students regarding the school facilities. These suggestions are made by only186 girl students (63.85%) out of 296 students. Surprisingly, 36.15 per cent girl students kept the questionnaire blank, the reasons however are uncertain. Thus, scores obtained from these students indicated of only 186 girl students. The collected suggestions were grouped into 06 category namely educational facilities, equality & opportunities, school infrastructures facilities, free facilities for girls’ child, sanitary facilities and parents’ supports (table- 7).

Table: 7. Suggestion related to school facilities.

Educational Facilities		Score	%
1.	Free Education	38	12.84
2.	Women College	9	3.04
3.	Separate Schools For Girls	8	2.7
4.	Scholarship	25	8.45
		80	40.01
Equality & Opportunities		Scores	%
5.	Equality	14	4.73
6.	Equal Opportunity	3	1.01
7.	Educational Opportunity	6	2.03
8.	Stop Abortion & Child Marriage	15	5.07
		38	20.43
School Infrastructural Facilities			%
9.	Infrastructural Facilities	5	1.69
10.	Furnish Classroom	2	0.67
11.	Hostel Facility	26	8.78
12.	Computer	3	1.01
13.	Library	8	2.7
14.	Playground	1	0.34
15.	Sports Items	4	1.35
		49	26.34
Free Facilities For Girls’ Child			%
16.	Free Book	14	4.73
17.	Free Laptop	3	1.01
18.	Free Uniform	3	1.01
19.	Midday Meal	2	0.67
		22	11.83
Sanitary Facilities			%
20.	Toilet	66	22.3
21.	Sanitary Napkins	45	15.2
22.	Drinking Facilities	10	3.38
23.	Emergency Room For Girls	01	0.34
		122	65.59
Quality Issues			%
24.	Regular Teacher	13	4.39
25.	Female Teacher	2	1.69
26.	Parents Support	7	2.36
		22	11.83

Basically this study aimed to get insight into the understanding of secondary school girl students about school facilities. It is evident from this study that, they are well aware about school facilities in secondary schools and their surroundings. Suggestions prescribed by them also reflect their insight into the gravity of school facilities, quality education and decaying infrastructures, and schemes related to girls’ child education as well. They are also very much concern upon the treatment received on various events happens in society.

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