Socio-Cultural Determinants of Emphasizing Marks Culture in Matric and FA/FSc Level: A Case Study in Dir Lower

The emphasis on marks culture is intricately linked to socio-cultural determinants that shape educational priorities. The socio-cultural determinants play a pivotal role in reinforcing the significance attached to marks, impacting educational systems, and shaping the experiences of students as they navigate the academic landscape. The research delves into the complex web of socio-cultural factors that underlie the pervasive marks culture in Dir Lower's matric and FA/FSc education. This study underscores the significance of academic grading in shaping the educational landscape, policies, and societal perspectives on education. Within the unique socio-cultural milieu of Dir Lower, where the fixation on marks is deeply rooted in the cultural and social fabric, this research explores how these determinants interact with and influence the marks culture. This study employed quantitative research methods and Social Capital theory to explore the correlation between independent and dependent variables. The sample size of 326 high and higher secondary school teachers was done through stratified random sampling, and data were gathered utilizing structured questionnaires. Information was examined with SPSS, which includes univariate and bivariate, to grasp the singular variables and their interaction. The study shows the popularity of educational achievement as a cultural norm, inclined by family and socioeconomic status of individual and societal prospects. The study points out the subsidiary impact of cultural values on education and assessment practices where teacher and student relations, parental participation, and peer effect are recognized as arbitrating influences sandwiched between socio-cultural determinants and the marks emphasized in Dir Lower. This study underlines the importance of socio-cultural factors in determining students' attitudes and offers valuable insights for educational stakeholders. As an outcome, the research affords prized insights for educationalists and commends fostering social awareness, assisting different students, engaging the community, and implementing context-specific policies to create a more balanced educational environment in Dir Lower.