Journal of Educational Sciences & Research, Volume 4 No. 2, Fall 2017 43 Exploring Barriers of Low Performing Girls through Voices of Teachers and Students of Rural Elementary Public Schools Muhammad Uzair-ul-Hassan, Laila Kanwal, Iram Parveen & Mehr Mohsin Raza Department of Education, University of Sargodha, Sargodha-Pakistan Abstract This study was aimed to explore the barriers of low achievers of rural elementary public schools in Punjabdistrict Sargodha. The objectives of the study were to: identify the barriers which resist low achievers‟ success in learning inside and outside the school; explore the barriers which resist low achievers‟ success in learning outside the school and to suggest coping strategies to minimize these barriers. The study was exploratory in nature, so it carried out under the umbrella of qualitative research approach paradigm. The sample of the study was 10 teachers and 20 low achievers students selected from all girls of ‟ rural elementary public schools of Sargodha, Punjab(Sargodha). For sample selection, first, ly the researchers conveniently selected 10 schools from the Sargodha district and 10 schools of the district. Secondly, the teachers and students were purposively selected. The interview protocol schedule was used to collect the data. The researchers personally visited the schools and conducted interviews to obtain the in- depth data/information of the barriers which have multilayered hidden realities and causes, as perceived and experienced by the teachers and students. For data analysis, microanalysis of the transcripts of interviews was used. The findings revealeds that personal, educational, societal, economical, emotional and home related barriers are the main reasons to make girls one low achievers. It was concluded that due to these forces, students remain left behind and show poor performance in the classes and examinations. The study recommends the coping strategies to schools managers and teachers that may be used to overcome such barriers. Keywords: Barriers, Low Achievers and Elementary Schools Introduction Only about a fifth of the lowest achievers movemoves on to a further college education and gets any other kind of education or training. Some barriers are academic related, while other barriers can be in the student's home environment, personal, socio- economic and psychological. These barriers are needed to tackle for the sake of improvement of students‟ performance (McIntosh, 2004). Moreover, the learnerson? the basis of their achievements are categorized as; high, average and low achievers. As Hargis (1997) stateds that low achievers are those learners/students who are not performing proficiently in the learning environment. Furthermore, the achievements are also classified in the form of grades, performance in co-curricular and sports activities as well. But the grades are the most concerning for teachers, school managers and parents. Fletcher, Coulter, Reschly and Vaughn (2004) have expressedes that low academic achievement means to be unsuccessful to achieve the average educational achievements in test or examination grades as a set cut off point or minimum grade to pass the subject. The unfortunate practices in our educational institutions are an inclination to focus only on high achievers and ignore low achievers because educational managers want to ensure their academic excellence through polishing the high achievers because they think that low achievers required more attentions and struggle by the staff of educational institutions. Timperley, Wilson, Barrar, and Fung (2007) have describeds that teaching is the most important factor for student‟s achievements within schools. Good teaching can make sure students‟ achievements at satisfactory level at the same level for all students. Vanauker-ergle (2003) concludes that the academic position of low achievers was subsequent to their home-life conditions in association to its effect on educational performance.