The objectives of study were: (1) To measure institutional effectiveness in terms of discrepancy between actual and expected performance of functions as perceived by students. (2) To ascertain the gender difference in students’ attitude towards teachers, curriculum and peers separately. (3) To ascertain the gender difference in students’ perceptions of the (a) expected performance of the functions of junior college, (b) actual performance of the functions of junior college, and (c) discrepancy between actual and expected performance of functions of junior college. (4) To ascertain the relationship between the following college-related attitudes of students: attitude towards teachers, curriculum and peers separately and students’ perception of institutional effectiveness in the case of girls, boys and total sample of students. (5) To ascertain the gender differences in the relationship of students’ perception of instructional effectiveness with students’ attitude towards teachers, curriculum and peers separately. (6) To assertion faculty differences in the students’ attitude towards teachers, curriculum and peers. (7) To ascertain the faculty differences as perceived by students in the (a) expected performance of the functions of junior college, (b) actual performance of the functions of junior college, and (c) discrepancy between actual and expected performance of functions of junior college. (8) To ascertain the relationship of instructional effectiveness with students’ attitude towards teachers, curriculum and peers in the case of arts students, science students and commerce students. (9) To ascertain the faculty differences in the relationship of institutional effectiveness with students’ attitude towards curriculum and peers. (10) To ascertain the relationship between actual and expected performance of functions of junior college in case of total sample of students, gender of students and faculties of students (11) To compare the relationship between expected and actual performance of functions of junior college in case of total sample students; gender of students; and faculties of students.

The hypotheses of study were: (1) There are no significant gender difference in students’ attitude towards teachers, curriculum and peers separately. (2) There is no significant relationship between the college related attitudes of the students (a) expected performance of the functions of junior college; (b) actual performance of the functions of junior college; and (c) discrepancy between actual and expected performance of functions of junior college. (3) There is no significant relationship between the college related attitude of students (a) attitude towards teacher; (b) attitude towards curriculum; and (c) attitude towards peers and students perception of institutional effectiveness in case of girls; boys; and total sample of students. (4) There are no significant gender differences in the relationship of students’ perception of institutional effectiveness with students’ attitudes towards teachers, curriculum, and peers. (5) There is no significant faculty difference as perceived by students in the (a) expected performance of the functions of junior college; (b) actual performance of the functions of junior college; and (c) discrepancy between actual and expected performance of functions of junior college. (6) There are no significant faculty differences in the students’ attitude towards teachers, curriculum, and peers separately. (7) There is no significant relationship of  institutional effectiveness with students’ (a) expected performance of the functions of junior college; (b) actual performance of the functions of junior college; and (c) discrepancy between actual and expected performance of functions of junior college in case of arts, science, and commerce students. (8) There are no significant faculty differences in the relationship of institutional effectiveness with students’ attitude towards curriculum and peers. (9) There is no significant relationship between actual and expected performance of the functions of junior college in case of total sample of students, gender of students, and faculties of students. (10) There is no significant difference in the relationship between actual (a) total sample students (b) gender of students (c) faculties of students. 

Sample comprised of 729 students of FYIC from arts, science and commerce faculties of Greater Mumbai’s colleges.

For data collection a personal data sheet, attitude towards teachers scale, attitude towards curriculum scale, attitude towards students scale and an institutional effectiveness scale were constructed by the investigator.

The present study was quantitative descriptive type. It was correlated type as well as causal comparative type.

Data were analyzed with the help of t-test, correlation; ANOVA and z-test. 

The findings of study were: (1) There are no significant gender differences in the ATTS, APFJCES and IES. On the other hand there are significant gender differences in the ATCS, ATSS and EPFJCES. Girls mean score is higher that of boys. (2) There is significant and direct relationship between ATTS, ATCS and ATSS and IES in case of girls, boys and also total sample. (3) No significant gender differences are found in the relationship of IES with ATTS, ATCS and ATSS. It revealed that the relationship between the perceived institutional effectiveness and the attitude towards teachers, curriculum and peers do not differ significantly on the basis of gender. (4) On the basis of faculty, in case of ATTS and AICS, a significant faculty difference is observed with arts students’ mean score being higher than that of the other two groups. At the same time no significant faculty difference is observed in case of ATSS of the students implying that their attitude towards friends is not associated with the choice of faculty. (5) In case of EPFJCES, no significant faculty difference is found implying that the students’ expectations from the institutions do not differ on the basis of their faculties. However, the mean scores of all the three faculties are negative showing ineffectiveness of their institutions. The negative discrepancy scores in case of arts students is the minimum while in case of science students, it is maximum. In case of APFJCES, a significant faculty difference in actual performance of functions is observed. The mean score of arts students is higher on this scale. (6) No significant relationship is found between ATSS and IES, implying their willingness to make friends and their open mind to accept individuals as friends. However, in case of ATCS and ATSS a direct relationship is found indicating that the teachers and curriculum are being given prime importance. Science students attach importance to curriculum probably followed by the importance given to the teachers of the institution and finally peers’ group. Also commerce students attach more importance to teachers and curriculum and then to the peer group. It is indicated by the significant relationship between ATTS, ATCS and ATSS with IES. (7) Science students’ perception of institutional effectiveness is associated with their attitude towards teachers, curriculum and peers. (8) Upon ascertaining the strength of association between APFJCES and EPFJCES in case of total sample, gender and faculties, it was noted that the correlation between the two variables in case of total sample, girls, boys and faculties is found to be positive, direct and low in magnitude. (9) No significant differences are observed in the relationship between actual and expected performance of functions by junior college on the basis of gender and faculty, indicating that irrespective of gender of faculty, junior colleges are ineffective. (10) The students are dissatisfied about the functioning of their institutions.