s2fieldsofstudy: Education Linguistics

text:
Theme and Rheme in Students' Writing

The objectives of this research were to investigate the types of theme and to describe the most dominant theme used in students’ writing. The data were 35 students’ Recount Text writing at SMA Negeri 4 Tanjung Balai, and the data were analyzed based on M. A. K Halliday & Matthiessen’s Theory (2014). The research was done using descriptive qualitative methods. The data collection involved observations and document study. The results showed that the most dominant theme was the topical theme (311, 74%) and the most dominant element of the topical theme in the students’ writing was the nominal group (222, 71%). The students used most of the clauses as a topical theme started by a word or phrase functioning as a subject and adjunct. All of the types of theme were used in the students’ Recount Text writing, except for the interpersonal theme (vocative adjunct, modal adjunct and finite verbal operators) and a part of the textual theme (continuative and conjunctive adjunct).

Introduction
states that a study of language includes four skills, they are listening, writing, speaking, and reading. Among the skills, writing is the most difficult skill to be learned because it needs hard thinking in producing ideas, words, phrases, clauses, sentences, and paragraphs at the same time. Many students face many difficulties when they begin to write; for instance, the students are difficult to think about what they will write, and the words that they should use, because they cannot get ideas quickly also they have so many errors or mistakes in their writing. It is because they practice writing text rarely and not carefully correct their writing. Also, they may not be able to put their ideas cohesively in a text and the people who read their writing, especially, teachers could not follow the development of the ideas from the text.
Writing becomes the most difficult subject for many students. It is a work of inventing ideas, thinking about how to express the ideas, and organizing them into sentences, AICLL into paragraphs that will be clear for the readers. To be able to write effectively, the students should have sufficient knowledge of what to write and how to organize the language. Knowing what to write will enable the flow of ideas, whereas, knowing how to organize will help them to convey the ideas in a clear way to the readers. The students must know how to organize theme in writing. The theme represents "This is what we are talking about" while rheme is "This is what we are talking about it." To assess the students' ability and difficulty in writing, analyzing the way students organize theme and rheme and also the interaction of a theme and rheme on their writing is one of the best ways. The theme is the starting point of a clause; that is what the clause is about. The remainder of the clause is the rheme (Paltridge, 2006:145).
The combination of words, phrases, clauses, sentences, paragraphs, then those become writing can be brought together through the language that students use. From this research, we can know how the students organize their ideas in their writing; their theme and rheme go together or not to bring the meaning of the sentences.
In the case of Systematic Functional Linguistics, the language has three major functional components called language metafunctions. According to Halliday & Matthiessen (2014:83), "There are three metafunctions of language namely (1) Experiential function, (2) Interpersonal function, and (3) Textual function." Based on the three major functional components in language metafunctions, this research deals with the textual function of students' writing. Therefore, the research will be conducted for analyzing the theme and rheme in students' writing based on the facts, and theories above. Brown (2015:335) elaborates the upshot of the nature of writing that has produced writing pedagogies that focus the students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into writing text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product. is a way to share personal meanings. The people construct their views on the topic.

Writing
They will give their views on a topic to each other then. Therefore, when constructing their views (ideas), people have to make it understandable and acceptable. Harmer (2004) then says that writing is used for a wide variety of purposes, it is proceeding in many forms.
Based on the explanation, writing is the process of conveying ideas about the writing to the readers which are determined by the quality of writing.
In writing, there are some characteristics of a good text or paragraph:

Coherence
A paragraph has coherence according to a principle of sentence orders. The sentences are put in order so that the readers can understand the ideas easily. The principles depend on the types of paragraphs we are writing. Coherence means to stick together; coherence is a matter of having the part of a piece of writing in the right and clear process.

Cohesion
Another characteristic of a good paragraph is cohesion. The topic sentences connect each other in all the supporting sentences.

Unity
The final characteristic of a well-written paragraph is unity. All the supporting sentences should relate to the topic sentence. Order in a text or paragraph is like an organization, but smaller in space so it may be simpler to consider the order as directed. Thus, order chronological steps are to express the ideas in the written form.

The Generic Structures of Recount Text
Pardiyono (2007:64-66) states that there are three elements which have been arranged on the theoretical structure:

1) Orientation
Recount starts by telling the readers who are involved, what happens, where the event takes place, and when it happens. Orientation gives the reader background information needed to understand the text, and the reader will recognize about scene-setting and context of the text.

2) Record of Events
The event is the main activity that occurs in the story of the text. In the writing recount text, events are ordered chronologically. Sometimes, additional detail is added to the text to give some information for the reader.

3) Re-Orientation
Re-Orientation is a closing statement that may include elaboration. Some recount texts also have a concluding paragraph. In this conclusion, the writer can give her comment or statement, but it is an optional one.

The Language Feature of Recount Text
Recount Text has some language features: 1) The use of the past tense to retell the events 2) Descriptive words about who, what, when, where, and how.
3) Proper nouns to identify those involved in the text. Textual metafunction tells about the verbal world, especially the flow of information in a text, and the metafunction concerned with the clause as the message.

Ideational Function
The ideational function of language is concerned with the communication and interlinking of ideas and may itself be broken down into the experiential and logical function. The ideational function is a way of a speaker expressing proportional content elements of his/her utterance, in other words, communicates their ideas. In operating this function the speaker refers to people, objects, and abstractions, actions, events, and states, features and qualities, and relationships of location, time, manner, reason, etc.

Interpersonal Function
Language is simultaneously used as representation, exchange, and organization of experience (Halliday & Matthiessen, 2014:85). As social beings, humans cannot live isolated; they need to interact with others to fulfill their needs so the use of language to interact is said to perform the interpersonal function.
The interpersonal function means as a form of action; the speaker is doing something to the listener through language. To establish the relationship between the interesting interaction, we take on the different slogan function in the exchange. The Interpersonal function enables us to develop social relationships to interact with others. The Interpersonal function represents the speaker's meaning potential that takes into account the nature of the relation between the adresser (speaker) and the addressee (listener).
Interpersonal meanings are embodied in the person system, both as a pronoun (person as things, e.g she, you) and as possessive (person as dietic, e.g.her, your) in DOI 10.18502/kss.v5i4.8707 Page 506 AICLL the attitudinal type of epithet, in connotative meanings of lexical items functioning in the group, and in prosodic features such as swear words or a voice quality (Halliday & Matthiessen, 2014:192). The interpersonal metafunction is concerned with the interaction between participants. The interpersonal relationship of interaction is realized through modality. Giving modal to a sentence is not making a categorical assertion, but is rather modifying their commitment to some degree by expressing a judgment or assessment of the truth of the situation.

Theme and Rheme
Halliday & Matthiessen (2014:89) state that theme is the element that serves as the point of departure of the message and locates and orients the clause within its context.  According to the example above, a first clause is a nominal group "The King". It is placed at the beginning of the clause, it is called as a Theme in the clause. The second clause has the adverbial group "very carefully" in its initial position. The last clause has a prepositional phrase indicating time, "on a Sunday night" in its initial position. While in marked theme, an element other than the subject places the theme position, so a condition is created for the appearance of the marked theme. For example:

Types of Theme
Theme Rheme In the morning, My father always drinks coffee.

Interpersonal Theme
According to Paltridge (2006:147), "Interpersonal Theme refers to an item that comes 1) The Vocative is any item, typically (but not necessary) a personal name, used to address.
Example of Vocative:
1) Continuative is one of a small set of words that signal a move in the discourse: a response, in dialogue, or a new move to the next point. If the same speaker is continuing.

Continuative Topical
Well, I will tell you now.

2) A Conjunction is a word or group that either link (paratactic) or binds (hypotactic)
the clause in which it occurs structurally to another clause. Example of conjunction:

Research Method
This study was conducted by using descriptive qualitative method purposed to find out the types of Theme and Rheme. Qualitative research was related to assisting in describing the common elements of the various forms of qualitative methods. Creswell

Result and Discussion
The findings show that the theory of Theme and Rheme as one of the realizations of Thematic structure in Functional Grammar was applied in the students' writing recount of senior high school. The finding also showed two types of Theme used in the texts.
The dominant type of Theme used in that students' writing was Topical Theme, 311 (74%).
The second one was Textual Theme, 111 (26%). There was no interpersonal theme in students' writing recount text. This means that the students used many declarative clauses and most of the clauses as a topical theme were started by word or phrase functioning as a subject and adjunct. Groups, it was because most of the clauses as Topical Theme were started by word or phrase had functioned as a subject; the students presented some adverbs and prepositions in the first positions, and they also used some conjunctions to link one clause to another clause.

AICLL
In the process of analysis, the researcher also finds the Marked and Unmarked Theme. There were 29 % Marked theme, while Unmarked was 71 %. This meant there were more unmarked Theme used in whole students' writings recount text because the students' writings were presented by word or phrase as a subject.
Textual Theme as the objective of the study in this analysis had 26 % from around the whole students' writing. The textual function of language is an interpretation of language in its function as a message that is realized by theme.
There are some representative examples of data:

1) Nominal Group
We looked at the making process of the terrace.

Conclusion
After analyzing the types of Theme in students' writing, the researcher finds some conclusions as follows: There are two types of Theme realized in Students' writing.

AM
On my vacation in Berastagi, I really loved the beautiful scenery. I was very happy because the air was so fresh. I went with my friends. My friends did not want to go home. There, we enjoyed the environment, I wanted to stay here for a long time. The environment was so clean from rubbish, I hope I would come here again.

JYM
One year ago, I went to Ponot together with my family. On the way, I looked scenery so beautiful and I enjoyed it, the water fell, it was so beautiful. We swam there, there were so many people. We rested because we were tired and we went home.


Person – Job Fit in Students’ Perspective and Its Consequences for Career Aspirations

Purpose: The purpose of this article is to examine the relationship between students’ dedication (S_DED) and their perception of person-job fit (P_J Fit) and investigate how it correlates with students’ career aspirations (CAREER_ASP). Additionally, the relationship between perceived P_J Fit and students’ work experience (WORK_EXP) and social support (S_SUPPORT) have been analyzed. Design/Methodology/Approach: This study was conducted among tourism and/or hospitality students of two universities that agreed to participate in the study. They are located in cities of Poland and Croatia which are very attractive tourist destinations. The questionnaires were administered in each institution and the auditorium survey technique was applied to gather the data. Findings: The findings of this study revealed that there is a positive and significant correlation between students’ dedication and their perception of person-job fit. It was also indicated that there is a positive and significant correlation between students’ work experience, students’ social support and perceived P_J Fit. Finally, it was proved that the more students perceive their skills and abilities as matching the requirements of their future work, the more they believe they can pursue a career in this field. Practical Implications: It is recommended that the educators pay more attention to the person-job fit of students when recruiting them for T&H courses at higher education institutions. Moreover, it is important to offer a variety of activities to increase students’ dedication to the studies undertaken. Specifically, for curriculums to be suitable and to generate enthusiasm among students, they should be customized to meet the requirements of the labor market and modern teaching techniques should be applied to actively engage students in the learning process, making it challenging. Originality/value: To the best of the authors’ knowledge, this study is one of the first to focus on identifying factors relating to students’ perception of their P_J Fit by linking it with their career aspirations in a single research model.

Introduction
Tourism is a very labor-intensive industry (Kusluvan, 2003) in which the achievement of service quality as well as customer satisfaction and loyalty depends largely on employees, their attitudes, performance and behaviour (Kusluvan and Kusluvan, 2000). It is therefore not surprising that human resources are perceived as the most important assets of any tourism and hospitality organization (Kusluvan and Kusluvan 2000), which are valuable, highly dependent on professional education (Tuna et al., 2014) and determine the success of the organization (Lo et al., 2014).
Although the competitive advantage in tourism is gained through people (Kusluvan and Kusluvan, 2000), the global industry is still struggling to attract and retain high quality employees (Richardson, 2009;Richardson and Butler, 2012;Song and Chathoth, 2011;Wan et al., 2014), experiencing a high rate of employee turnover (AlBattat and Som, 2013;Grobelna and Marciszewska, 2016b). Unfortunately, the industry-specific characteristics such as underpaid low-skilled workers, long working hours, seasonal or part-time work contribute to its negative image and may influence the attractiveness of tourism among its prospective employees (Jiang and Tribe, 2009), reducing, as a result, the level of their commitment (Tan et al., 2016).
It is empirically proved that many tourism and/or hospitality (T&H) students do not believe that the industry offers the conditions that are important to them when choosing a future career (Grobelna, 2017;Richardson, 2009;Richardson and Butler, 2012) and are reluctant to embark on a career in hospitality after graduation (Teng, 2008). Many young people perceive working in tourism as a temporary employment and do not see long-term career prospects in the industry (Jiang and Tribe, 2009).
The literature underlines that career choice is a complex and multifaceted phenomenon that is difficult to predict and understand (Sibson, 2011). Thus, not surprisingly, tourism educators and industry practitioners have always been interested in understanding the career decisions of students (Lo et al., 2014).
One of important elements that influences the attitude, career plans and employment aspirations in T&H is industry-person congeniality (Grobelna and Dolot, 2018;Kusluvan and Kusluvan, 2000;Teng, 2008). Dimensions that may define industryperson congeniality refer, among others, to the confidence that students are suited to working in the T&H, that they will have an opportunity to use their skills and abilities, and that they will enjoy working in the industry (Grobelna and Dolot, 2018;Kusluvan and Kusluvan, 2000). Industry-person congeniality is important in service industries in general, however, in the T&H sector, classified as a high service encounter one (Lin, 2007), it is of particular importance (Grobelna and Dolot, 2018), given its requirements. Competing successfully in the T&H industry requires not only an appropriate number of employees, but above all employees equipped with appropriate competences, well suited to the job (Bednarska, 2013). If a person is fit for his/her job, that person will be able to cope more effectively with the high job demands, providing guests with outstanding service experience. Therefore, the literature underlines that students have to design their career plans before graduating in order to find the most suitable job that best matches their skills (Tuna et al., 2014). Students perception of job fit in the sector in which they will be qualified may be a factor determining their career aspirations and future career success in T&H. Therefore, this study highlights the importance of understanding the factors that affect students' views on their ability to meet future job demands. Specifically, the purpose of this article is to examine the relationship between students' dedication (S_DED) and their perception of person-job fit (P_J Fit) and investigate how it correlates with students' career aspirations (CAREER_ASP). Additionally, the relationship between perceived P_J Fit and students' work experience (WORK_EXP) and social support (S_SUPPORT) have been analysed.
This study addresses the need for further research in the current understanding of the young people's perception and attitudes towards their potential careers in the tourism sector (Grobelna and Marciszewska, 2016a;Grobelna and Wyszkowska-Wrobel, 2021). Moreover, such research areas as: students' dedication; students' work experience; their social support, perceived person-job fit and career aspirations have not been thoroughly examined in the Polish and foreign literature. Therefore, the research value of this study may result from combining the above issues in a single empirical investigation. To the best of the authors' knowledge, this study is one of the first to focus on identifying factors relating to students' perception of their P_J Fit, by linking it with their career aspirations in a single research model.

Literature Review
The rapid changes taking place in the tourism and hospitality industry are making it increasingly difficult for students to make the right career decision due to the volatile labor market and a large number of career opportunities (Chuang et al., 2020;Lam and Santos, 2018). Despite the significant number of hospitality and tourism management graduates (i.e., potential industry employees), numerous tourism companies continue to struggle to attract industry talents (Chuang et al., 2020;Karatepe and Olugbade, 2016), given that only half of the hospitality graduates go on to pursue a career in the field (Chang and Tse, 2015).
There are reports showing that many tourism and hospitality graduates may not choose to work in the industry after graduation (Chang and Tse, 2015) or do not feel satisfied with a career in hospitality once they enter the workforce (Rastogi et al., 2019). This is due, among other things, to their unsuitability to their work. For example, a study of Grobelna and Marciszewska (2016a) revealed that students cited a lack of confidence in their suitability for the job and the necessity to have special abilities and personality traits to work in the industry as one of the reasons for the lack of commitment to work in the tourism industry after graduation.
Theoretical concepts dealing with the person-job fit have emerged from a broad stream of research on the human-environment fit (Czerw and Czarnota-Bojarska, 2016). The concept of person-environment (P-E) fit, which is defined as the degree of congruence or match between a person and environment, has long been prevalent in the management literature (Sekiguchi, 2004;Holland, 1997;Kristof, 1996). Among the various types of P-E fit, researchers have most extensively studied person-organization (P-O) fit and person-job (P-J) fit. P-O fit refers to the compatibility between a person and the organization, emphasizing the extent to which a person and the organization share similar characteristics and/or meet each other's needs (Kristof, 1996). P-J fit refers to the match between the abilities of a person and the demands of a job or the desires of a person and the attributes of a job (Sekiguchi, 2004).
The issue of P-J Fit is fairly complex and involves numerous subject variables. In the management reality, i.e. at the level of practical applications in the organization (e.g. recruitment process, employee evaluation or career planning), the competences most often sought are those necessary to function efficiently at work and in a specific professional role. P-J Fit can be defined as the fit between the abilities of a person and the demands of a job or the desires of a person and the attributes of a job. It refers to the desires of the individuals and the characteristics and attributes of the job that may satisfy those desires. Individuals' desires include goals, psychological needs, interests and values (Sekiguchi, 2004).
Contemporary work psychology emphasizes that such characteristics as skills, competences, knowledge, abilities, professional preferences and interests, as well as the values held, are important for the sense of P_J Fit (Czerw andCzarnota-Bojarska, 2016: Dawis andLofquist, 1984). P-J Fit researchers indicate that the sense of unsuitability results in tension, stress and frustration, poor work performance and burnout. Conversely, a good fit results in job satisfaction, effective task performance and commitment (Bretz and Judge, 1994;Czarnota-Bojarska, 2010, Warr andInceoglu, 2012).
According to Maslach and Leiter (2008), engagement involves being full of energy, absorbed and effective, which are the direct opposites of the three dimensions of burnout. By contrast, Bakker, Schaufeli, Leiter, and Taris (2008) believe that engagement may also be seen as a stand-alone, separate construct negatively correlated with burnout, which, however, is not its direct opposite. Engagement is defined as "a positive, fulfilling state of mind associated with a given activity that is characterized by vigor, dedication and absorption" (Bakker et al., 2008). Vigor means that those involved in work have high levels of energy and mental resilience, and are willing to expend efforts in their work and are persistent even in the face of difficulties. Dedication refers to a sense of the importance of work and even pride in performing it. Absorption involves complete concentration and immersion in one's work.
Engagement may relate not only to work but also to studies undertaken. Just as employees' engagement, students' engagement also has three dimensions, i.e.: 1. vigor; 2. dedication; 3. absorption.
This study attempts to analyze how one of the dimensions of student's engagement, i.e. student's dedication (S_DED) may correlate with students' perceptions of their suitability to meet the demands of their future job (P_J Fit). Dedicated students feel a sense of significance of their studies, engage in their studies with enthusiasm and pride and find their studies challenging and inspiring (Schaufeli et al., 2002). Students' dedication to studies undertaken, as previous findings proved, may be positively related to their employment aspirations in the tourism industry (Grobelna and Dolot, 2018;Grobelna and Wyszkowska-Wrobel, 2021). Therefore, it is believed that the more students are engaged in their current studies, the more they are confident that they have the right skills and abilities to meet the future job demands in the sector in which they will be qualified.
Thus, the following hypotheses are proposed: H1: There is a positive relationship between students' dedication and their perception of person-job fit.
In addition, the following factors are analyzed in the article: students' work experience (WORK_EXP) and social support (S_SUPPORT). This is because the aforementioned factors may also significantly influence students' perception of their fit for future work. Taking up a job in tourism or hospitality industry during one's studies has a positive impact on the attitudes and career plans of university students (Chuang and Dellmann-Jenkins, 2010;Richardson and Thomas, 2012).
As literature emphasizes, students with work experience may hold more realistic views towards their future jobs and might be ready to make their job decisions (Teng, 2008). Research conducted in Poland shows that gaining work experience before graduation is positively correlated with both the perception of particular dimensions of the tourism and hospitality companies' image as employers and the willingness to pursue a career in the analyzed service sector (Bednarska, 2014). The correlation observed may indicate the influence of professional experience on having more reasonable expectations towards employers and the workplace (Kim and Park, 2013). The quality of the relationship with the employer determines how professional experience translates into the willingness to pursue one's future career in a specific sector (Ko, 2007;Lee and Chao 2012).
Social support is another important variable (Semerci, 2016) associated with the Person-Job Fit. The results of previous studies (Grobelna and Marciszewska, 2016a) demonstrated that the social and family environment plays an important role in students' understanding of the nature of the work in tourism, which in turn influences young people' decisions regarding their future career in the sector. The results of the Fraser's (2003) study indicated that the willingness to stay in the industry is highest among students with friends or relatives working in the industry, additionally students with social or familial support are also more committed to the industry and more reluctant to make a different career choice. Wong and Liu (2010) found, among other things, that the factor referred to as "perceived parental support of the H&T industry" contributed most to the intention to choose a career in hospitality and tourism. Furthermore, it is assumed that the more students are convinced that their skills/abilities match their future work demands, the higher the career aspirations they have.
Therefore, based on the theoretical background and the rationale of previous empirical findings, the following hypotheses are proposed: H2: Students' work experience (H2a), students' social support (H2b) are positively related to students' perception of person-job fit. H3: Students' perception of person-job fit is positively related to their career aspirations.

Research Concept
This study develops and tests a research model (Figure 1) investigating the relationships between students' dedication (S_DED) to studies undertaken (as one of the engagement's dimensions) and their perception of person-job fit (P_J fit) with respect to their future job in the sector in which they will be qualified. Additionally, this conceptualization considers the relationships between students' work experience (WORK_EXP), their social support (S_SUPPORT) and perceived person-job (P_J) fit. The relationship between P_J fit and students' career aspirations (CAREER_ASP) will be also analyzed.

Data Collection Procedure:
This study was conducted among tourism and/or hospitality (T&H) students of two universities that agreed to participate in the study. Both Higher Educational Institutions (HEIs) are located in coastal cities that are very attractive tourist destinations where tourism is perceived as an important sector of the regional economy. The HEIs are located in Poland (Gdynia city) and Croatia (Dubrovnik city). Gdynia is a city situated in Pomorskie Province that is one of the key tourist destinations in Northern Poland, in the coastal area of the Baltic Sea (Grobelna and Marciszewska, 2016a;2016b); whereas Dubrovnik, is a very attractive coastal town by the Adriatic Sea, well known for its Old Town that is registered in the UNESCO's World Heritage Sites list (Abbasian et al., 2020). Additionally, it is one of the main cruise ports in the Mediterranean and the main port in Croatia ( Pavlić, 2013).

Note: S_DED (students' dedication); P_J Fit (person-job fit); CAREER_ASP (career aspiration); WORK_EXP (working experience); S_SUPPORT (social support) Source: Own elaboration.
The questionnaires were administrated in each institution and the auditorium survey technique was applied to gather the data. Respondents were requested to fill in the questionnaires that were distributed to students during their formal teaching time, as agreed with the lecturers. A detailed explanation of the study purpose was provided to the students, who were also informed that their participation is voluntary. All questionnaires were completed anonymously, and students' answers were kept confidential.
The literature underlines that self-administrated questionnaires are one of the most popular methods of social research with many advantages, such as relatively low cost, no pressure to answer immediately, reduced embarrassment regarding sensitive questions and feeling much more comfortable when providing honest responses regarding the discussed topics (Gray et al., 2007). All the above aspects, including distributing the questionnaires under controlled conditions and supervision during formal class time, contributed to receiving a maximum number of responses (Barron, 2007).
A total of 60 valid questionnaires were obtained for the final analysis in this study. Most of them were filled in by females (53.3%), full-time students (91.7%), and respondents aged 22-25 years (63.3%). 66.7% of the study participants declared having work experience in the sector, additionally most of the students (70%) H2a (+) H1 (+) H3 (+)

S_SUPPORT WORK_EXP
H2a (+) indicated having relatives or friends working in the sector in which they would be qualified.

Measures:
The scale statements used in this study were taken from different sources in the relevant literature. To measure students' dedication (S_DED), five statements were used from the Utrecht Work Engagement Scale for Students (UWES-S) (Schaufeli et al., 2002); example statements include: My studies inspire me, and I'm proud of my studies. Cronbach's alpha for the measure was .78, confirming its internal consistency and reliability (Nunnally, 1978).
Students' career aspirations (CAREER_ASP) were assessed using a statement taken from the Teng's scale (2008) which has been used to measure hospitality employment aspirations of post-internship hospitality undergraduates in Taiwan. However, as this study participants had different specializations, including T&H, students' aspirations in this study reflect the degree to which they believe they can pursue a career in the sector in which they will be qualified. Therefore, the statement was reworded as follows: I believe I can advance a career in the sector in which I will be qualified after graduation.
Finally, perceived P-J fit of study participants was assessed using a statement taken from Babakus et al. (2011) which was based on the scale of Donavan et al. (2004), and measured perceived P-J fit among frontline bank employees. However, as the P-J fit in this study refers to students as future employees, the statement used has been reworded accordingly: My skills and abilities perfectly match what my future job demands are.
Responses to the items were indicated on a five-point scale from: (1) strongly disagree to (5) strongly agree. Questions regarding work experience and social support were binary coded. Before collecting data, the survey instrument was administrated to a pilot sample of students for its verification. The feedback from the pilot test confirmed a good understanding of the survey statements. The analysis was conducted using the IBM SPSS Statistics tool, ver. 27.

Results and Discussion
To verify the study hypotheses, the Pearson's correlation was applied. The results demonstrate that all correlations are significant and consistent with the directions assumed in the study hypotheses ( Figure 2). More specifically, the findings of the study revealed that there is a positive and significant correlation between students' dedication and their perception of personjob fit. In other words, the more students are engaged in their current studies, the more they perceive their skills and abilities to be better suited to their future job in the sector in which they will be qualified. Thus, the hypothesis 1 was supported. The findings also indicated that there is a positive and significant correlation between students' work experience, students' social support and perceived P_J Fit.
This shows, that in the case of the study results, students who have direct work experience in the sector perceive that their skills and abilities are better suited to their future job in the sector, as do those who have friends and family working in that sector. Thus, hypotheses 2a and 2b were also confirmed. Finally, it was proved that the more students perceive their skills and abilities as matching the requirements of their future work, the more they believe that they can pursue a career in this sector, which confirms hypothesis 3.
It is worth noticing that the results of this study are similar to findings of previous works. For example, in terms of students' work experience, Grobelna and Marciszewska's (2016a) study found that T&H students who were currently working in the industry were more likely than others to claim a good understanding of the nature of work in their fields of study and were more willing to work in the industry after graduation. A study by Richardson and Thomas (2012) showed that an overwhelming majority of students claimed that working in the industry had positively influenced their perception of careers in the industry, most students also stated that they could use their skills and abilities in hospitality and tourism.
The study findings also revealed that having social support from family and friends working in the industry positively correlates with students perception of P_J fit. Grobelna and Marciszewska's (2016a) work found that students with this social background were more likely than others to declare that they understood the nature

S_SUPPORT
of work in tourism, which in turn is positively related to their intention to work in the industry after graduation.
To sum up, the findings of this study show that the more students perceive their study as meaningful and challenging, a source of pride, enthusiasm and inspiration, the more they believe their skills and abilities are well suited to the demands of their future jobs. Both students' work experience and social background are positively related to students' perception of that compatibility. Finally, the more students believe that they have the right skills and abilities for their future job, the more they are convinced that they can pursue a career related to the field of their studies.

Conclusions and Implications
The research concept reflected an integrated approach that should contribute to a better understanding of factors shaping students' perception of their suitability for a future job in the sector in which they will be qualified, and how this perception may relate to students' aspirations for their future career in the industry. This study also adds to the growing body of research on students' attitudes and perceptions about their future career in tourism and/or hospitality industry (Jiang and Tribe, 2009;Kusluvan and Kusluvan, 2000;Richardson and Butler, 2012;Teng, 2008;Grobelna and Dolot, 2018;Grobelna and Marciszewska, 2021). Moreover, the study deals with the engagement and perceived person-job fit in students (non-workers) and constitutes a very interesting area of new research.
In terms of practical implications, it is recommended that educators pay more attention to the person-job fit of students when recruiting them for T&H courses at higher education institutions (Grobelna and Dolot, 2018). Moreover, it is important to offer a variety of activities to increase students' dedication to the studies undertaken.
However, for curriculums to be meaningful and a source of enthusiasm and pride for students, they should be closely aligned with the requirements of the labor market, and modern teaching techniques should be applied to actively engage students in the learning process, making it challenging. Additionally, it is important to bridge the gap between academic institutions and industrial organizations through close cooperation involving, for example, more company visits, internships, industry guest speakers, as well as through applied research and collaborative teaching activities (Teng, 2008). Furthermore, practitioners should be more attentive to the needs of working students as their future employees, as such first work experience may give students an opportunity to enter the tourism industry and verify whether they are suited to the requirements of their future work.
This study also has some limitations. Particularly, due to the small number of study respondents, it was not possible to generalize the results. Nevertheless, the study findings can serve as a basis for discussion and may provide an opportunity for future research with larger samples and in different educational settings.


A Survey Report on the Improvement of Pragmatic Competence Under the Circumstances of Smart Learning Environment

This study adopts the method of questionnaire to research the improvement of college students' English pragmatic competence on the effect of online course learning platforms and APPs and so on. The results show that college students are more inclined to use APPs for English learning, and their English pragmatic competence has been significantly improved after using them, but the roles of online course platforms has been ignored in the learning process to some extent. Therefore, this study puts forward the suggestions from the aspects of the combination of course learning online platforms and APPs, highlighting the usage of hardware resources and English learning strategies.

INTRODUCTION
According to the College English Curriculum Requirements in 2020, "The goal of college English teaching is to cultivate students' ability to apply English", "while developing autonomous learning ability" and "enabling students to use English properly and effectively in study and life as well as the future work". The application of technology in the field of education contributes to the construction of smart learning environment based on the application of information technology [1]. One of the characteristics of smart learning environment is that it is learner-centered, which supports learners' independent construction of learning and provides timely learning guidance [2], thus providing favorable conditions for English learning. Leech (1983) divided pragmatic competence into pragmatic-linguistic competence and society-pragmatic competence [3]. The former is based on grammatical competence and involves the use of rules of language. It not only refers to the ability of correctly using grammatical rules to construct sentences, but also includes the ability to use proper language forms in a certain context for applying a certain communicative function. As a higher level of pragmatic competence，social pragmatic competence refers to the ability to conduct appropriate communication in accordance with the social rules of language use. Smart learning environment provides chances for the effective learning and application of English. However, due to the influence of many aspects, students' pragmatic competence in the intelligent learning environment varies. Therefore, this paper investigates on the current effect of intelligent learning environment on the improvement of college students' English pragmatic ability, while trying to give suggestions and strategies that may help college English teachers instruct students to use smart learning environment and improve their English pragmatic competence.

Research Questions
This study attempts to answer the following questions: How do college students use online course learning platforms, English learning APPs and English learning strategies in smart learning environment? What suggestions and strategies should be put forward for the above situation so as to improve college students' English pragmatic competence? A total of 46 questions are designed in this questionnaire, which is composed of five parts: The first part includes personal information of learners (gender, major, grade, city, etc.); The second part is the self-assessment of English pragmatic competence of learners, which includes the self-assessment of pragmatic competence items at levels 5 to 7 in the self-evaluation scale of pragmatic competence in China Standards of English. The third part is about students' status in using online course learning platforms and APPs when learning English. The fourth part is the investigation of learning physical equipment resources owned by learners, such as the use of smart classrooms, multimedia classrooms, e-learning resources (e-textbooks, e-notes, terminal learning equipment), etc. The fifth part is about learning strategies in intelligent learning environment, including memory strategies, cognitive strategies, compensation strategies and learning strategies that indirectly affect learning: metacognitive strategies, emotional strategies and social strategies. The questions in the questionnaire were used to test the relationship between the frequency of using online course learning platforms, APPs and learning strategies and the improvement of college students' English pragmatic competence. The specific approach is to divide each section into a number of questions. In sections 2, section4 and section5, the answers to each question are set to "never, rarely, sometimes, often and always". In order to facilitate the statistics and analysis of data, the corresponding numerical value of answer options were set as "1, 2, 3, 4, 5" according to the Likert Scale, so that the average value of all questions in each module reflected the situation of that module.

Analysis and collection of data
In this survey, 267 questionnaires were distributed and all were recovered in the form of online questionnaires, with a recovery rate of 100%. In this study, the online platform "WJX.com" was used for the compilation, distribution and data collection of questionnaires, and the convenient sampling method was adopted to carry out the survey. It took 10 days from the time when the questionnaire was officially distributed to the time when the questionnaire was stopped to be collected. The respondents are mainly from Guilin University of Electronic Technology, Guangxi Normal University and Guilin Institute of Aerospace Industry, including freshmen to seniors, which are representative to some extent. The following table shows the composition of the respondents.  As can be seen from Table 3, in the learning process of listening, speaking, reading, writing, translating and learning vocabulary, a large proportion of people use online course learning platforms and APPs. In terms of online course learning platforms, the average proportion of all aspects of English learning is about 28.08%, among which the oral English learning one is the largest, while the proportion of translation learning is the smallest. In terms of APPs, the whole proportion of 53.81% is significantly increased, among which the number of students who use APPs for translation accounts for about 4/5 of the study sample. More than 1/2 of students use APPs for practicing listening and vocabulary, while a few of students use APPs to assist writing practice. However, in general, in the above table the proportion of people using APPs is higher than that of using online course platforms. Except for usage proportion of oral English learning, the gap between APPs and online course learning platforms is large, with the minimum difference being 9.74% and the maximum difference being 62.55%. In addition, in the questionnaire, it is also found that 28.46% of the students use paper books in English or English-Chinese for reading training. The proportion of students who are available to teachers' assignments and correction or face-to-face communication as the main way of writing training is 36.33%, which is higher than the number of students who use the course online learning platform for the same target. According to the above data, to a certain extent, APPs are more popular among college students than online course learning platforms. Both of them have the characteristics of convenient mobile learning, openness, interactivity, improving students' subjectivity [4], and improving college students' ability in English application. In terms of online course learning platforms, taking MOOC in China as an example, there are many excellent teachers, courses covering a wide range of aspects and the integrated course structure. However, for all aspects of English learning, it belongs to online video learning to a large extent as a single learning form. Compared to online learning platforms, APPs are better in diversity forms, and strong practicality. For example, some APPs help correct specific pronunciation errors from students' oral English, provide services of recording finished assignments, supervising and urging students to keep on learning, modifying the writing instantly. In addition, some APPs carry out the vocabulary competition to test the students' vocabulary. In the term of English translation APPs also provide great convenience for the students, for example, the current relatively popular APP Youdao Dictionary, with accurate content and rapidly translating, records the words and phrases from New Oxford English-Chinese Dictionary, Merriam-Webster's Collegiate Dictionary and other kinds of authoritative dictionaries. Learners can enjoy the services of the word translation, translation in photos and document, with other relevant lexical phrases for reference. In this study sample, a large amount of students still use traditional methods in reading and writing exercises, which demonstrates to some extent that no matter online course learning platforms or APPs, it is still difficult for them to replace traditional methods in English learning. Your English courses will be taught in the smart classroom (desks and chairs with group discussion function, touch projector all-in-one machine with built-in electronic whiteboard function, power amplifier, speaker supporting teaching system, LED display system, video monitoring system).

22
You use electronic notes for class notes, problem sets, corrections, etc., and review with the aid of electronic notes.   Table 5 lists the frequency of using micro strategies in English learning from high to low in the case of intelligent learning. As can be seen from the above table, among the top three micro-learning strategies with the highest frequency of use, one belongs to emotional strategy and the other two belong to cognitive strategy. The highest mean value is 38, indicating that under the intelligent learning environment, students generally use emotional strategies for assistance, and can better perceive their mental state and physical state in learning, actively reflect on themselves, and adapt to the constantly changing learning content. Questions 31 and 32 titled cognitive strategies that wisdom learning environment for students' English study provides data support formulates personalized learning solutions to reach the effect according to their aptitude. Students can arouse their learning motivation by intuitive learning data, which timely records students' learning process and learning behavior so that students can domain their study, positively accept knowledge relying on the smart study environment.

Strategies of English Learning
In the bottom five less frequently used questions, two were metacognitive strategies and three were cognitive strategies. The minimum is Question 34, suggesting that the frequency of foreign courses is low, while the utilization of English movies, songs, teaching classes, and other network learning resources is high. This is related to the students' English foundation, the support of the network technology environment, and other factors. College students cannot identify English learning resources and are prone to indulge in some virtual websites irrelevant to learning. They pay little attention to the valuable resources that are helpful for English learning, and the effective utilization rate of resources is low. In Question 37, students can plan their time properly and not be disturbed by other Internet content. The low mean value indicates that college students generally lack selfmonitoring ability, low metacognitive ability, and poor

Advances in Social Science, Education and Humanities Research, volume 523
self-learning effect. Therefore, effective supervision and guidance from teachers are needed to reasonably manage and supervise the learning process.

2.67
KMO and Bartlett tests have been used to verify the validity of this self-assessment. It can be seen from the above table that the KMO value is 0.927 and the KMO value is greater than 0.8, indicating that the validity of the research data is reasonable. The reliability of data research has been mentioned above, so it will not be repeated here. The average score of the ten questions is about 2-3 points, which indicates that students' assessment of their English pragmatic level is generally moderate under different smart learning environments, which to some extent reflects students' low level of effective use of English under different situations. In Question 15, the average score is the highest, which indicates that college students are better at pragmatic behaviors related to gratitude and consolation. In Question 12, the average score is the lowest, indicating that students' expression will be affected in pragmatic communication due to the different cultural backgrounds of the communicative parties. The average scores of various pragmatic competence tests are not different, which indicates that students' pragmatic competence can get more balanced development under different smart learning environments. We can also see that under different smart learning environments, there is a significant difference in the proportion of students using online course platforms and APPs. According to the above data, to a certain extent, APPs are more popular among college students than online course learning platforms. Both of them have the characteristics of mobile learning, such as convenience, openness, interactivity, change, and improve students' subjectivity, and improve college students' ability in English application. In such a convenient, effective learning environment, students using of online learning platform account for the minority, while the number of people using APPs are in majority. Besides, students have different learning strategies, which, to some extent, indicates that students' learning through APPs is more effective in improving their pragmatic competence and is more popular. According to the data analysis, students' self-assessment scores of pragmatic competence are generally low, which is generally caused by two aspects: language errors and social pragmatic failures. Communication subjects with different cultural backgrounds, due to their national characters, values, and ways of thinking, will naturally have collisions and conflicts in cross-cultural communication. To reduce conflicts, it is necessary to improve language communication ability while mastering language knowledge [5]. For example, Question 7 is a more formal way of speaking. If we use it in our daily conversation, we tend to use "thanks" or "thank you". In different situations, the language used should be different. In daily communication, oral language should be used instead of written language. To effectively improve English pragmatic competence, it is necessary to make full use of English smart online learning platforms and various APPs in the current environment of smart learning.

Figure 1 Comparison of the scores of College English between two semesters
The figure above is the comparison of the final assessment scores for the same teaching content in different teaching periods from two non-English major classes of Guilin University of Electronic Technology. The assessment scores were gained in the Term of 2017-2018-2 and the Term of 2019-2020-2 respectively. It can be seen from the figure that only 16.90% of the students' assessment scores in the previous semester were in the 80-89 section, and 26.79% of the students scored in the 70-79 section. About two-fifths of the students scored more than 70, and the passing rate was 76.056%. In the latter semester, 37.04% of the students scored 80-89, 46.30% of the students scored 70-79, and more than 4/5 of the students scored over 70. The passing rate reached 96.296%, much higher than that in the former semester. It can be inferred from the above data that the latter is more effective in improving English learning than the former, and students in the latter have a higher comprehensive English ability than that in the former, such as listening, speaking, reading, writing and translation skills, critical thinking ability, cross-cultural communication ability, language understanding ability, language expression ability, language knowledge and so on. In the semester 2017-2018-2, students receive traditional English education in offline classes. In the second semester of 2019-2020-2, due to the influence of COVID-2019, teachers adopted an online and offline blended teaching mode. In such a mode, it is helpful to encourage students who have few offline classroom speeches to participate more actively in classroom discussions online, and easier for teachers and students to have a positive interaction. Meanwhile, teachers can collect the students' answers through the Internet and make timely teaching adjustments based on the students' situation. It is learned from the questionnaire that students tend to use APPs to English autonomous learning. For example, they can guess the meanings of words through the picture and repeat the same words learning with the help of APP Baicizhan as well as enjoy the services of instant translation and providing references in Baidu translation. Also students can use the comprehensive functions in reading and listening practice, with various materials in APP Daily English Listening. These APPs provide more opportunities for students to immerse themselves into the native culture of English-speaking countries so as to arouse their enthusiasm in English learning.

SUGGESTIONS AND INSPIRATIONS
According to the above analysis, it can be seen that there is a big gap between the number of students using the online course learning platforms and APPs in the three universities in Guilin, and the smart learning resources available around them are not so effectively beneficial as expected. There are also some problems in micro strategies of English learning, which have different influences on the improvement of college students' English pragmatic ability. The following are the relevant suggestions based on the above data analysis:

The Combination of Online Platforms and APPs
Although APPs have rich variety and practicality is strong, they are not systematical and too fragmented, easily leading students to absorb one-sided content. This may play a negative role in the promotion of students' English pragmatic competence. And course online learning platforms can make up for this deficiency. Therefore, we believe that college English teachers should guide students to correctly understand the advantages and disadvantages of online course learning platforms and APPs, and combine the two to make full use of their merits and avoid their shortcomings. For example, when college students have a listening course, they can use APPs to help them understand the teaching content when it is difficult to understand the teaching content.

The Enhancement of the Application of Hardware Resources
Although most college English courses are taught in smart classrooms, some schools still remain the traditional or multimedia classrooms. Colleges and universities should make full use of hardware resources, accelerate the construction and use of smart classrooms, and make use of modern information technology to create an optimal environment for English learning. In the later stage of learning, college students can record and feedback the learning behavior information provided by the software. By referring to the learning data provided by the learning APPs, students can take the initiative to monitor and evaluate their learning process and constantly adjust their English learning goals. Therefore, college students should fully understand their learning style and take the initiative to adopt effective learning methods to achieve personalized learning of English.

Improvement of Students' Metacognitive Ability and Self-management Ability
Metacognition refers to "cognition of cognition", including the regulation and control of cognitive behavior by knowledge and concepts of a cognitive process [6]. To improve their independent English learning ability, college students should first have a comprehensive and objective understanding of English learning, and customize their learning plan with the help of excellent resources in the intelligent learning environment. According to the learning process records and data analysis, I actively manage and monitor my behavior in English learning, and conduct selfevaluation and reflection on the learning results, to continuously improve myself and improve my selfmanagement ability and form effective metacognitive strategies.

CONCLUSION
This study also has some shortcomings. For example, the number of samples collected in the questionnaire is too small to represent the actual situation of all university students in Guangxi. Through this questionnaire, we know that college students who use APPs account for a larger proportion. We can only know that APPs help improve college students' English pragmatic ability, but we cannot investigate the specific help of online course learning platform for improving their English pragmatic ability. The questions of the questionnaire on English pragmatic competence are subjective and the accuracy of the survey is not high. Finally, we will further discuss these problems in future research.

ACKNOWLEDGMENT
(1) This work is supported by the Training Program of Innovation and Entrepreneurship for Undergraduates of Guangxi in 2019 (201910595244).
(2) This work is supported by the Planning Project of Guangxi Education Sciences: "Research on the Long-term Mechanism and Implementation Path of Guangxi Minority Culture Inheritance Education through Cooperation between University and Secondary Vocational School" (Grant No. 2019ZJY111).


EXPLORING THE SOCIOCULTURAL IMPEDIMENTS TO FEMALE IN GETTING HIGHER EDUCATION IN PUKHTUN SOCIETY

Purpose of the study: This study was designed to explore the socio-cultural impediments to females getting higher education in 1 pakhtun society. Methodology: A cross-sectional quantitative research method was conducted in district Dir lower Pakistan. A wellstructured interviewed schedule (encompassing all the study attributes) was used for primary data collection from 375 female respondents after the pre-test procedure. The data were analyzed through descriptive statistics and inferential statistics(x 2 test) to ascertain the association between dependent (female higher education) and independent (sociocultural impediments) variables. Principal Findings: Based on the study results, a significant association (P=0.000) was found between the dependent variable and sociocultural attributes; the prevalence of patriarchal norms (P=0.00), preferences of early marriages (P=0.00), fear of sexual harassment (P=0.00), parents carelessness (P=0.00), Parda (veiling for women and protecting their honour) and lack of decision-making power (P=0.00) impedes women from getting their higher education. Applications of this study: Early marriage is a symbol of female exploitation under the man-made unwritten codes of conduct (Pukhtoonwali) which, should be banned through formal (legislation) and informal agencies (familial and religious) level; with a collaboration of educating female to ensure dethroning the partisan character in the form of patriarchal norms, which women faced since the dawn of the history. A slogan or any other campaign through mass media and print media is the order of the day. The government should ensure to play their role on macro and micro level to eliminate the negative stigmatization of women generally while in getting higher education particularly. Novelty/Originality of this study: This study is an attempt to insight into the socio-cultural barriers to female attainment of higher education in pukhtun society through perceptional based study along with quantitative research designs to measure the association between the variables as mentioned above with an amalgamation of an addition to the existing stock of knowledge in the field of sociology of education.

INTRODUCTION
Education is derived from the Latin word "Educare", which means "to bring out" or "to nourish". Thus "education" is a sociological as well as the philosophical term which originates since the inception of humanity refers to a "learning process" (by formal or informal means) or sociologically entitled "socialization", which starts from birth and end with death. It is an ongoing process that occurs throughout our lifespan. Education is a systematic process through which a child or an adult acquire knowledge, experience, skills, and a good attitude. It makes an individual civilized, refined, cultured, and educated. Many scholars, philosophers, sociologist & educationists put forwarded various definitions according to their own perspective which is education is the creation of a sound mind in a sound body (Aristotle), is the child development from within (Rousseau), and the capacity to feel pleasure and pain at the right moment (Plato) ( Khan Y et al., 2019a).
Women comprise half of the world population but are discriminated against in every sphere of life because of their gender identity as feminine evoked to more vulnerable in society (Anwar et al., 2014). Besides, according to the United Nations and world bank report conducted in 2011, disclosed that in Pakistan and Bangladesh the women education is negatively related to several factors, including household income, discrimination to educate the only son rather than girl, conservatism, and negative attitudes from society to get an education (Fatima, 2011). Furthermore, according to the educational policy of Pakistan from 1998 to 2010, set a target to enroll 90 percent of children containing the age group (5 -9 years). However, the target had not achieved due to political instability or lousy governance, insufficient utilization of resources, and illiteracy of parents, which provokes girls education with fewer preferences. Besides mostly in third world countries, the social position has become more excellent value due to the prevalence of patriarchal norms; male member is used as a sign of respect and dignity whereas the social status of a female is considered inferior. By birth and by the help of socialization male is considered as brave and enjoying all the rights and opportunities which they wish to, while at the same time girl are neglected from their fundamental rights since childhood thus resulting inferiority complex (Khan Y et al., 2019b;Rizvi, 1980). Still, gender-based discrimination has its existence since the inception of humanity, and the main factor in which the term gender is pinpoint is culture and societies through which male members are superior over female. Thus society socializes people to view that power is a masculine trait and powerlessness as a feminine trait (Khan, Y et al., 2018;Khan, Y et al., 2019b;Scantlebury et al., 2010).
Education is directly associated with women empowerment and freedom in every walk of life (Velkoff, 1998). Only education itself is not a contributing factor of women empowerment because women empowerment by self is a multidimensional phenomenon, but still, education is the leading factor that evoked women empowerment (Noreen and Khalid, 2012). Besides, education plays a fundamental role in human capacity development and reasoning. Different researches claim that there is no tool for the development of any country rather than education. Similarly, with regards to educational benefits, as Nelson Mandella stressed on the importance of education in his famous quote "education is the most powerful weapon through which you can change the whole world" (Khan, 2007). Equally, women empowerment can be strengthening under getting higher education. There are various benefits of higher education which women may prevail when they get into it to become a role model for younger girls within a social system as well as become a wellknown mother or leader (Shaukat & Siddiquah, 2015). Likewise, when women get the higher education, they can avail what they want in their lives in term of liberty, increased income level, increased social mobility, boost their self-esteem, knowledge, self-confidence, awareness of gender equity, improve analytical skills & other phenomenal changes in all life dynamics (Graham, 2008;Maslak & Singhal, 2008).
An educated woman can better wonderfully socialize her children and always help to deliver new values and ideas by socialization (Ram, 2004). Likewise, an educated female can perceive a better situation and the possibility of attaining it; she can realize what is within her reach and what she should do to improve. Napoleon once stated that "gives me an educated mother I will give you a civilized and educated nation" (Usha & Sharma, 2001). Similarly, an educated female helps in the development of society, including economic productivity and higher family income (Nayak and Nair, 2005). But unfortunately, due to the prevalence of sociocultural climate, women are discriminated against and suffered from their fundamental rights in the Pakistani scenario ( Besides women have limited access to get higher education and attain self status in the society by which society does not allow them as well as conservative beliefs of people like misunderstanding that education is only for male rather than female impede female from getting a higher education (Tembon, M and Fort, L. 2008).

1.
To explore the socio-cultural constraints to females in getting higher education.

2.
To assess the level of association among socio-cultural constraints and female higher education in quantitative research design.
3. To suggest policy recommendations in light of the present study. A well-structured interview schedule was used for the data collection procedure due to the prevalence of illiteracy ratio higher among female than male members of society (Khan Y et al., 2019). Moreover, data was collected with the help of 5 educated female enumerators from the female respondents, who were studying in different colleges and Dini madrasas (religious institution). Therefore, the researcher did not participate in data collection due to the prevalence of rigid socio-cultural barriers.

METHODOLOGY
Data Analysis: After the collection of primary data, the researcher coded the collected information in Statistical Packages for Social Sciences "SPSS" version (20) for uni-variate and Bi-Variate analysis to analyze the results in terms of descriptive statistics (frequency and percentage distribution) and inferential statistics (Chi-square test). Chi-square test statistics is a method used to ascertain the association between dependent and independent variables as outlined by McCall and Robert (1975).
The "o jk" was the observed frequency in the cell corresponding to the intersection of the J-th row and K-th column, "r" the number of rows, and "c" the number of columns. Table 1 shows the perception of respondents regarding the socio-cultural constraints to female higher education [FHE].

Perceptions & Association between Sociocultural Constraints and Female Higher Education
The table dismantled that, majority of the respondents, 67.7% believed that the patriarchal family system does not allow women to get access to higher education [HE] in the research area, 38.1% negated, and 8.3% of the respondents had no idea about the said statement. Also, a highly significant (P=0.000) association was found between the patriarchal system and female higher education. These findings attributed that the prevalence of patriarchal norms in Pukhtun society disrupted the equilibrium of society in all walk of life generally while the educational attainment of women particularly.   28.8% rejected, and 3.5% of the respondents had no idea about the above statement. Likewise, a highly significant association (P=0.000) was found between [FHE] and early marriage. Wedlock is a relationship between a husband and wife for the procreation of children and their socialization (Khan Y et al., 2019b). Based on these results, it could be concluded that the concept of early marriage still works under the name of Pukhtunwali (Pakhtun codes of conduct) that primarily caused a major hurdle in the way of female higher education. According to the report of UNICEP (2005) disclosed that in south Asia, nearly ten million young women married before the age of 18 years. Early marriage is a concept, which was practised mainly in third world countries generally while in Pakistan, particularly where most of the girls marry below 18 years of age. In Pukhtun society, women were socialized from childhood till marriage to stay modest and submissive in their dayto-day behaviours to maintain their statuesque. Besides, their movements were restricted when they grow up, and from the beginning, they were assigned household activities, which negatively affected their attainment of higher education in the future (Hussain et al., 2012;Anwar et al., 2014).
Equally, 50.4% of the respondents stated that purdah system (veil) impede [FHE]. However, 46.9% of the respondents negated, and 2.7% of the respondents were uncertain. Moreover, a significant association was found between purdah (veiling for women and protecting their honour) and [FHE]. It is concluded from the findings that strict rules and regulation in the form of dressing of veil may further lead women not to get education in the research area. Moreover, 89.2% of the interviewees reported that preference of boys education over female impede [FHE], 16.5% criticized and 4.3 % of the respondents had no idea about the above statement. Also, a highly significant (P=0.000) association was found between [FHE]and preference for boys over girls. It could be deduced from these findings that under the domain of Pukhtun society, some traits with regards to decision making and preferences dynamics were maleoriented; hence, affect [FHE] particularly (Sana, 2020a; Sana, 2020b). Likewise, Tembon and Fort (2008) also narrated that the common misconception to educate only boys while girls have to marry and look after household assignments negatively affect [FHE] in Pakistan.
The table further illustrated that 74.9 % of the respondents firmly in favour that, inferior social status or position of the female in society barricades [FHE], 20.5 % rejects, 4.5 % of the respondents have no idea regarding the said statement. Likewise, an enormously significant association (P=0.000) was found between [FHE] and female inferior social status. Similarly, Khan et al. (2013) and Rizvi (1980) also dismantled that, in the Pukhtun social system, the status or rank of women is considered inferior and have no concern/right to say with regards to educational, social, financial, political along with family dealings. The table further disclosed that 75.5 % of the respondents were firmly in favour that fear from sexual harassment is a constraint to [FHE]. In comparison, 22.4 % of the respondents rejected the statement, and 2.1 % of the respondents had no idea regarding sexual harassment. Similarly, a highly significant association (P=0.000) was found between sexual harassment and [FHE]. Sexual violence among universities and colleges students is a universal phenomenon; as witnessed by the United Nations Women (2019) reported that 1 in every three women all over the world was either exposed to sexual/ physical violence by their own partner or by another person. Likewise, many research studies were conducted in terms of an employee in working affairs in general while among teachers and students in particular in educational institutions. However, the consequences of sexual violence/ harassment in higher education attainment are primarily concerned with psychological depression and organizational perspective such as drop out ratio is higher, lack of jobs in the market, student elopement, and female low down attendance in formal education Moreover, the table shows that 52.8 % of the respondents believed that coeducation impeded [FHE], 35.5 % disclosed that coeducation was not a restraint to [FHE], and 11.7 % of the respondents had no idea. Likewise, a significant association (P=0.000) was found between coeducation and [FHE]. In the research area, Pashtun people followed their code of conduct called "Pukhtunwali", which does not permit a female to sit side by side with a male in educational institutions. Furthermore, 68.3 % of the respondents thought that parent's carelessness regarding attainment of female higher education is a constraint to [FHE], 25.1 % of the respondents rejected, and 6.7 % of the respondents had no idea regarding the said statement. Also, a highly significant association (P=0.000) was found between parent's carelessness and [FHE]. The above findings showed that religion Islam gives an equal right of getting an education (formal and informal) to every male and female member irrespective of their gender. As witnessed, the Prophet Muhammad (PBUH) commands that acquiring knowledge is obligatory for every man and women (Khan et al. (2013). However, due to sociocultural and human-made customs and traditions generally while Pukhtonwali particularly impedes a female education in pukhtun society.
Similarly, 74.4 % majority of the interviewees believed that limited involvement of girls in the decision-making process is a constraint to female higher education [FHE], 17.6 % negated, and 8.0 % of the respondents had no idea regarding this statement. Also, a highly significant association (p=0.000) was found between limited involvements of girls in the decision-making process with [FHE]. It could be concluded from the above findings that the respondents confessed the prevalence and domination of paternalistic culture in the study area (Khatak, n.d.). Similarly, Veer (2004) and Naz (2011) also found that women are considered as a threat to alteration of gender role and disruption of the societal equilibrium in future.

CONCLUSION & RECOMMENDATIONS
A cross-sectional analysis was conducted in district Dir Lower with the sole purpose to assess the socio-cultural impediments to female getting higher education. The results of the study concluded that patriarchy, early marriages, coeducational system, fear of sexual harassment, parents carelessness, limited involvement of girls in the decisionmaking process, conservatism, purdah, preferences for male children's education over female impede the attainment of [FHE] in the study area. Moreover, patriarchy and early marriage as a symbol of female exploitation under man-made unwritten codes of conduct (Pukhtoonwali) should be banned through formal (Legislation) and informal agencies (Familial and Religious) level. Moreover, the separate educational institutions (Universities and colleges) for the female will resultantly overcome sexual harassment, which is a tumbling factor as well as eradication of religious and cultural discourse misunderstanding. Besides, [FHE] will ensure to dethrone the partisan character in the form of patriarchal norms, which women faced since the dawn of history. A slogan or any other campaign through mass media and print media to raise awareness among society members, parents, and women, which could be used as a tool to eliminate the negative stigmatization of women generally while in getting [HE] mainly was put forward some of the recommendations in the light of study.

STUDY LIMITATIONS
This study was designed in a cross-sectional method; however, the longitudinal research could be valid and reliable due to the enormous amount of sample size selection. The responses might be unreliable due to human dynamism over time. Three Likert scales were used only where dealing with perceptions of the respondents regarding this topic must entail 5 or 7 Likert scales for validity and reliability. Keeping in view the universal nature of problems (higher education by female and challenges), the study was limited to sociocultural aspects in district Dir lower. However, the role of other institutional dynamics is the order of the day including economics, political, religious, and familial institution.

ACKNOWLEDGEMENT
All the researchers acknowledge wholeheartedly the sampled respondents for giving the information with the persistence of hospitality.

AUTHORS CONTRIBUTION
Younas Khan is the Principal and corresponding author of this article. He designed and proofread the article. Dr. Fazal Hanan was responsible for designing the statistical application of the whole process. Abdullah and Habib Ur Rahman assisted the data collection team with the collaboration of article and support of review in chronological order. Asad Ullah helped during questionnaire construction and helped in plagiarism elimination.