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CHAPTER –IV
ANALYSIS AND INTERPRETATION
OF DATA
CHAPTER – IV: ANALYSIS AND INTERPRETATION
4.1 Introduction
In this chapter the results of the study made on the influence of achievement
motivation, home environment and study habits on academic achievement of secondary
school students is presented. Interpretations are made in relation to the gender, type of
management of school and medium of instruction.
4.2 Scoring
The achievement motivation scale is designed to study the factors suitable for
measuring the achievement motivation. The scale consists of fifty items of which thirteen are
negative and thirty seven are positive. A positive item carries weights of 4, 3, 2, 1and 0
respectively for the categories of always, frequently, sometimes, rarely and never. The
negative item carries 0, 1, 2, 3 and 4 respectively for the same categories. The total score of
inventory is the relative measure of achievement motivation. A high score indicates better
achievement motivation and vice-versa. The maximum score is 200.
The home environment inventory is an instrument designed to measure the psycho-
social climate of home as perceived by children. The inventory has hundred items belonging
to ten dimensions of home environment namely (A) control (B) protectiveness (C)
punishment (D) conformity (E) social isolation (F) reward (G) deprivation of privileges (H)
nurturance (I) rejection and (J) permissiveness. Each dimension has ten items. It is a five
point scale with responses mostly, often, sometimes, least and never. Each item carries
weights of 4, 3, 2, 1 and 0 respectively. The dimension-wise scores and also the total scores
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are the relative measure of the home environment and considered for analysis. The maximum
score is 400.
The study habits inventory has forty five items. The inventory is a three point scale
with responses always or mostly, sometimes and rarely or never. The scale consists of eleven
negative and thirty four positive items. Each item carries weights of 2, 1and 0 respectively.
And the score is reversed for negative items. The total score of inventory is the relative
measure of study habits. A high score indicates better study habits and vise-versa. The
maximum score is 90.
The investigator collected the marks of the IX class students obtained in annual
examinations conducted by District Common Examination Board from the institutions
concerned. These scores are considered as their academic achievement. The maximum score
is 600.
The above three tools are translated in to Telugu language with the help of the experts
in the field to administer to the students belonging to Telugu medium.
4.3 Statistical Analysis:
In a study of this nature, not only the collection of pertinent data is just sufficient but
the data collected so is to be analyzed keeping in view of objectives of the study. Then only it
is possible to draw the meaningful conclusions out of the study. The researcher in
consultation with the experts in the field decided to employ the suitable statistical procedures.
Robert B. McCall (1975) and Best and Kahn (2010) discussed all the relevant statistical
techniques for the use of social science researchers including Education and Psychology.
The mean (M), standard error (SE), standard deviation (SD), variance (V), skewness (Sk),
87
kurtosis (Ku) and range (R), descriptive statistics such as correlation coefficients and
inferential statistical techniques such as t-test, ANOVA and χ2 are employed to test the
hypotheses. Techniques like linear and multiple regression analysis are employed to predict
the academic achievement of students and the results are discussed.
The present chapter deals with the objective-wise analysis of collected data followed
by discussion. The comprehensive discussion is also made for each objective on the basis of
collected data and its analysis so as to arrive at pertinent conclusion. The same is presented in
tabular form. A graphical representation is also used wherever required. The notation used in
this thesis is given in Table 4.1.
4.4 Distribution of Sample
The investigator selected 400 secondary school students, 200 each from government
and private schools numbering to 200 boys and 200 girls in such a way that the number of
students, each from English and Telugu medium, are 200. The percentage of boys and girls;
students from government and private schools; and students from English and Telugu
medium is equal (50%).
The frequency distributions of scores of academic achievement, achievement
motivation, home environment and study habits are presented in the Tables 4.2, 4.3, 4.4 and
4.5 respectively. The graphical represention of the distribution is also shown in Figures 4.1,
4.2, 4.3 and 4.4.
The academic achievement scores spread from 65 to 559. The range is 494. The mean
score 264.2 indicates that the majority of IX class students were being stood below the mid
point 285.5. The median and mode values are 247 and 208 respectively.
88
Table 4.1. Acronyms and Notation used in the Analysis
AA – Academic Achievement
AM – Achievement Motivation
HE – Home Environment
SH – Study Habits
Dimensions of Home Environment:
A – Control
B – Protectiveness
C – Punishment
D – Conformity
E – Social Isolation
F – Reward
G – Deprivation of Privileges
H – Nurturance
I – Rejection
J - Permissiveness
*- Significant at 0.05 level
NS- Not significant
B – Boys
G – Girls
G – Government
P – Private
E – English medium
T – Telugu medium
N – Number of subjects
M – Mean
SD – Standard Deviation
Sk – Skewness
Ku – Kurtosis
Min – Minimum value
Max – Maximum value
SS – Sum of squares
MS – Mean squares
**- Significant at 0.01 level
89
The achievement motivation scores spread from 84 to 191. The range is 107. The
mean score 144.5 indicates that the majority of IX class students were being stood below the
mid point 150.5. The median and the mode values are 146 and 140 respectively.
The home environment scores spread from 112 to 304. The range is 192. The mean
score 227.6 indicates that the majority of IX class students were being stood below the mid
point 245.5. The median and the mode values are 229 and 229 respectively.
The study habits scores spread from 33 to 84. The range is 51. The mean score 58.38
indicates that the majority of IX class students were being stood below the mid point 65.5.
The median and the mode values are 58 and 58 respectively.
90
Table 4.2. Frequency distribution of the scores of
Academic Achievement of IX class students
Class Interval
Frequency Cumulative frequency
Mid value
61 – 110 29 29 85.5
111 – 160 45 74 135.5
161 – 210 63 137 185.5
211 – 260 73 210 235.5
261 – 310 74 284 285.5
311 – 360 34 318 335.5
361 – 410 40 358 385.5
411 – 460 19 377 435.5
461 – 510 18 395 485.5
511 – 560 5 400 535.5
Mean = 264.2 Median = 247.0 Mode = 208.0 Range = 494
0
10
20
30
40
50
60
70
80
61 -110
111 -160
161 -210
211 -260
261 -310
311 -360
361 -410
411 -460
461 -510
511 -560
Class Interval
Fre
qu
ency
Frequency
Fig. 4.1. Frequency distribution of the scores of Academic Achievement of IX class students
91
Table 4.3. Frequency distribution of the scores of
Achievement Motivation of IX class students
Class Interval
Frequency Cumulative frequency
Mid value
81 – 100 10 10 90.5
101 – 120 44 54 110.5
121 – 140 112 166 130.5
141 – 160 137 303 150.5
161 – 180 91 394 170.5
181 – 200 6 400 190.5
Mean = 144.5 Median= 146.0 Mode = 140.0 Range = 107
0
20
40
60
80
100
120
140
160
81 - 100 101 - 120 121 - 140 141 - 160 161 - 180 181 - 200
Class Interval
Fre
qu
ency
Frequency
Fig. 4.2. Frequency distribution of the scores of Achievement Motivation of IX class students
92
Table 4.4 Frequency distribution of the scores of
Home Environment of IX class students
Class Interval
Frequency Cumulative frequency
Mid value
111 – 140 1 1 125.5
141 – 170 8 9 155.5
171 – 200 61 70 185.5
201 – 230 143 213 215.5
231 – 260 147 360 245.5
261 – 290 35 395 275.5
291 – 320 5 400 305.5
Mean = 227.6 Median = 229.0 Mode = 229.0 Range = 192
0
20
40
60
80
100
120
140
160
111 - 140 141 - 170 171 - 200 201 - 230 231 - 260 261 - 290 291 - 320
Class Interval
Fre
qu
ency
Frequency
Fig. 4.3. Frequency distribution of the scores of Home Environment of IX class students
93
Table 4.5. Frequency distribution of the scores of
Study Habits of IX class students
Class Interval
Frequency Cumulative frequency
Mid value
31 – 40 7 7 35.5
41 – 50 67 74 45.5
51 – 60 166 240 55.5
61 – 70 135 375 65.5
71 – 80 22 397 75.5
81 – 90 3 400 85.5
Mean = 58.38 Median = 58.0 Mode = 58.0 Range = 51
0
20
40
60
80
100
120
140
160
180
31 - 40 41 - 50 51 - 60 61 - 70 71 - 80 81 - 90
Class Interval
Fre
qu
ency
Frequency
Fig. 4.4. Frequency distribution of the scores of Study Habits of IX class students
94
4.4.1 Distribution Characteristics of Academic Achievement, Achievement
Motivation, Home Environment and Study Habits scores of the subjects:
The distribution characteristics of academic achievement, achievement motivation,
home environment along with its dimensions and study habits of the students of secondary
schools are depicted in Table 4.6. The distribution characteristics used in the present study
are mean (M), standard error (SE), median (Md), mode (Mo), standard deviation (SD),
variance (V), skewness (Sk), kurtosis (Ku) and range (R).
Table 4.6. Distribution characteristics of Academic Achievement,
Achievement Motivation and Study Habit scores of the subjects
Vari-able
N M SE Md Mo SD V Sk Ku R Min Max
AA 400 264.2 5.39 247 208 107.77 11614.96 0.43 -0.48 494 65 559
AM 400 144.5 1.01 146 140 20.18 407.22 -0.35 -0.36 107 84 191
HE 400 227.6 1.40 229 229 27.90 778.40 -0.27 0.39 192 112 304
SH 400 58.38 0.42 58 58 8.39 70.36 -0.03 0.05 51 33 84
From Table 4.6. the following observations are made.
Academic Achievement: The mean value is 264.2. The median and mode values are
247 and 208 respectively. The values of skewness and kurtosis are 0.43 and -0.48
respectively. For normal ditribution the values of skewness and kurtosis are 0.00 and 3.00
respectively. It implies that the distribution of academic achievement scores are skewed
right; the scores are massed at left end of the scale and are spread out gradually towards the
right end of the scale and platykurtic. That is the distribution is flatter than normal
95
distribution. It shows, most of the studens’ (54.5%) academic achievement scores are below
the mean score.
Achievement Motivation: The mean value is 144.5. The median and mode values are
146 and 140 respectively. The values of skewness and kurtosis are -0.35 and -0.36
respectively. For normal ditribution the values of skewness and kurtosis are 0.00 and 3.00
respectively. It implies that the distribution of achievement motivation scores are skewed
left; the scores are massed at right end of the scale and are spread out gradually towards the
left end of the scale and platykurtic. That is the distribution is more peaked than the normal
distribution. Most of the students’ (54%) achievement motivation scores are above the mean
score.
Home Environment: The mean value is 227.6. The median and mode values are 229
and 229 respectively. The values of skewness and kurtosis are -0.27 and 0.39 respectively.
For normal ditribution the values of skewness and kurtosis are 0.00 and 3.00 respectively. It
implies that the distribution of home environment scores is skewed left; the scores are
massed at right end of the scale and are spread out gradually towards the left end of the scale
and leptokurtic. That is the distribution is more peaked than the normal distribution. Most of
the students’ (52.5%) home environment scores are above the mean score.
Study Habits: The mean value is 58.38. Both median and mode values are 58. The
values of skewness and kurtosis are -0.03 and 0.05 respectively. For normal ditribution the
values of skewness and kurtosis are 0.00 and 3.00 respectively. It implies that the distribution
of achievement motivation scores are skewed left; the scores are massed at right end of the
scale and are spread out gradually towards the left end of the scale and leptokurtic. That is
96
the distribution is more peaked than the normal distribution. Almost half of the students’
study habits scores are above the mean score.
4.5 Correlations among the variables of study
To find correlations among the variables Pearson’s correlations test is employed for
total 400 students. The variables are correlated with each other and the results are tabulated
in Table 4.7. It can be observed from the table that the correlation coefficients are significant
at 0.01 level indicating a positive relation between achievement motivation and academic
achievement, and study habits and academic achievement. The values of correlation
coefficients are 0.30, and 0.22 respectively. The correlation coefficient value between home
environment and academic achievement is -0.20, which shows that these two variables are
negatively correlated.
Table 4.7. Inter-correlations among the variables
Variable Achievement
Motivation
Home
Environment
Study
Habits
Academic
Achievement
Achievement Motivation 1
Home Environment 0.16** 1
Study Habits 0.54** 0.21** 1
Academic Achievement 0.30** - 0.20** 0.22** 1
** Correlation is significant at 0.01 level (2-tailed).
The table also reveals the inter-correlations among the independent variables. There
is a positive correlation between achievement motivation and home environment and
97
achievement motivation and study habits. The values of correlation coefficients are 0.16 and
0.54 respectively which are significant at 0.01 level. Similarly the positive correlation is also
evident between home environment and study habits from the value of correlation coefficient
of 0.21 which is significant at 0.01 level.
Table 4.8 Correlations between Academic Achievement and the dimensions of Home Environment.
Dim
ensi
on A B C D E F G H I J
AA
A 1
B 0.25 **
1
C 0.25 **
0.33 **
1
D 0.21 **
0.44 **
0.31 **
1
E 0.22 **
-0.07 NS
0.28 **
-0.03 NS
1
F 0.15 **
0.49 **
0.22 **
0.50 **
-0.22 **
1
G 0.23 **
-0.16 **
0.26 **
-0.10 *
0.72 **
-0.72 **
1
H 0.18 **
0.33 **
0.01 NS
0.27 **
0.01 NS
0.41 **
-0.06 NS
1
I 0.14 **
-0.31 **
-0.08 NS
-0.08 NS
0.47 **
-0.33 **
0.54 **
0.02 NS
1
J 0.08 NS
0.01 NS
0.15 **
0.08 NS
0.17 **
0.17 **
0.11 *
0.34 **
0.26 **
1
AA
-0.06 NS
0.23 **
0.08 NS
0.12 *
-0.44 **
0.28 **
-0.41 **
0.01 NS
-0.47 **
-0.10 *
1
A – Control, B – Protectiveness, C – Punishment, D – Conformity, E – Social Isolation, F – Reward, G – Deprivation of Privileges, H – Nurturance, I – Rejection, J – Permissiveness, AA – Academic Achievement.
To find correlations between academic achievement and the ten dimensions of home
environment the Pearson’s correlation test is employed for total 400 students. And the results
98
are tabulated in Table 4.8. It can be observed from the table that the significant positive
correlation with academic achievement and the dimensions of home environment such as
protectiveness, conformity and reward. Whereas the significant negative correlation is
observed between academic achievement and the dimensions of home environment namely
social isolation, deprivation of privileges, rejection and permissiveness. There is no
significant correlation between academic achievement and the dimensions: control,
punishment and nurturance. It shows that the majority of dimensions are negatively
correlated with academic achievement of secondary school students thus these results support
observations of Table 4.7.
In Table 4.9 details of the size of the sample, number of subjects (N) of gender,
management of schools and medium of instruction are presented.
Table 4. 9. Gender-wise, Management-wise
and Medium-wise distribution of Sample
Sub-variables Types N %
Gender Boys 200 50
Girls 200 50
Total 400 100
Management Government 200 50
Private 200 50
Total 400 100
Medium English 200 50
Telugu 200 50
Total 400 100
99
Table 4.10. Gender-wise, Management-wise and Medium-wise
Means and SD of Secondary School students
Variable Gender N Mean SD
Academic Achievement Boys 200 251.64 104.70
Girls 200 276.85 109.58
Achievement Motivation Boys 200 137.50 20.62
Girls 200 151.44 17.16
Home Environment Boys 200 227.65 25.94
Girls 200 227.50 29.80
Study Habits Boys 200 56.46 8.17
Girls 200 60.31 8.18
Management
Academic Achievement Govt. 200 233.75 88.64
Private 200 294.74 116.45
Achievement Motivation Govt. 200 144.82 20.44
Private 200 144.12 19.96
Home Environment Govt. 200 232.47 24.51
Private 200 222.68 30.20
Study Habits Govt. 200 58.64 8.38
Private 200 58.13 8.41
Medium
Academic Achievement English 200 297.33 111.75
Telugu 200 231.16 92.73
Achievement Motivation English 200 244.79 21.31
Telugu 200 244.15 19.03
Home Environment English 200 220.11 29.38
Telugu 200 235.04 24.20
Study Habits English 200 58.19 8.55
Telugu 200 58.58 8.24
100
Gender-wise Mean Scores
251.64
137.5
56.46
276.85
151.44
60.31
227.65227.5
0
50
100
150
200
250
300
AcademicAchievement total
scores
AchievementMotivation total
score
HomeEnvironment total
score
Study Habits totalscore
Mea
n S
core
s
Boys
Girls
Management-wise Mean Scores
233.75
294.74
144.12
58.1358.64
144.82
232.47222.68
0
50
100
150
200
250
300
350
AcademicAchievement total
scores
AchievementMotivation total
score
HomeEnvironment total
score
Study Habits totalscore
Mea
n S
core
s
Govt.
Private
Medium-wise Mean Scores
297.33
58.19
231.16
144.15144.79
220.11
58.58
235.04
0
50
100
150
200
250
300
350
AcademicAchievement total
scores
AchievementMotivation total
score
HomeEnvironment total
score
Study Habits totalscore
Mea
n S
core
s
English
Telugu
Fig. 4.5. Gender-wise, Management-wise and Medium-wise Means of Variables
101
In Table 4.10 the gender-wise, management-wise and medium-wise values of mean
and SD are presented. From table it can be seen that in academic achievement, achievement
motivation and in study habits the mean values of girls are better than boys. In home
environment both are equal. Except in academic achievement the mean values of students
from government and private schools are equal. In academic achievement the mean values of
private school students are better than government school students. Similarly, except in
academic achievement the mean values of students belonging to English medium and Telugu
medium are equal. In academic achievement, the mean values of English medium students
are better than Telugu medium students. This is depicted in Figure 4.5.
In Table 4.11 the details of variable-wise classification into three levels as poor,
average and good along with number of subjects (N) and their percentages are presented. On
the basis of norms of the tools selected for the study and the expert opinion in the field the
sample of the students are categorized in to three levels such as poor, average and good. In
academic achievement the students with scores less than 35% (scores up to 209) are taken as
poor. The students with scores between 35% and 59% (scores from 210 to 359) are taken as
average and the students with scores 60% and above (scores 360 and above) are taken as
good. In achievement motivation the students with scores up to 119 are taken as poor. The
students with scores between from 120 to 164 are taken as average and the students with
scores 165 and above are taken as good. In home environment the students with scores up to
154 are taken as poor. The students with scores between from 155 to 250 are taken as
average and the students with scores 251 and above are taken as good. And in study habits
the students with scores up to 56 are taken as poor. The students with scores between from 57
102
to 64 are taken as average and students with score 65 and above are taken as good. The
distribution is also depicted in Fig.4.6.
Table 4.11. Variable-wise classification of sample in to
three levels as poor, average and good alongwith
the number of subjects and their percentages
Variable Group N %
Academic Achievement
Poor 127 31.80
Average 189 47.30
Good 84 21.00
Total 400 100.00
Achievement Motivation
Poor 49 12.20
Average 276 69.00
Good 75 18.75
Total 400 100.00
Home Environment
Poor 2 0.05
Average 317 79.25
Good 81 20.25
Total 400 100.00
Study Habits
Poor 163 40.75
Average 150 37.50
Good 87 21.75
Total 400 100.0
103
Of the total sample, in academic achievement 31.8% of the students are poor, 47.3%
are average and 21% are good. 12.2% of the students have poor achievement motivation,
69% of the students have average achievement motivation and 18.75% of the students have
good achievement motivation. 0.05% of students have poor home environment, 79.25% of
the students have average home environment and 20.25% of students have good home
environment. 40.75% of students have poor study habits, 37.5% of students have average
study habits and 21.75% of students have good study habits.
In Table 4.12 the gender-wise number of students who are poor, average and good in
academic achievement, achievement motivation, home environment and study habit is
presented.
Academic Achievement - Level-wise distribution of Sample
45%
34%
21%
Poor
Average
Good
Figure 4.6. Level-wise distribution of Sample
104
Study Habits - Level-wise distribution of Sample
38%
40%
22%
Poor
Average
Good
Home Environment - Level-wise distribution of Sample
79%
1%20%
Poor
Average
Good
Achievement Motivation - Level-wise distribution of Sample
19% 12%
69%
Poor
Average
Good
Figure 4.6. Level-wise distribution of Sample
105
Table 4.12. Gender-wise categorisation of subjects alongwith
number of subjects (N) and their percentages
Variable Poor Average Good
Boys Girls Boys Girls Boys Girls
Academic
Achievement
72 65 97 84 31 51
36.0% 32.5% 48.5% 42.0% 15.5% 25.5%
Achievement
Motivation
40 9 138 138 22 53
20.0% 4.5% 69.0% 69.0% 11.0% 26.5%
Home Environment 1 1 161 156 38 43
0.5% 0.5% 80.5% 78.0% 19.0% 21.5%
Study Habits 95 68 78 72 27 60
47.5% 34.0% 39.0% 36.0% 14.5% 30.0%
Among 200 boys and 200 girls 36% and 32.5% are poor, 48.5% and 42% are average,
15.5% and 25.5% are good in academic achievement. 20% and 4.5% are poor, 69% and 69%
are average, 11% and 26.5% are good respectively in achievement motivtion. 0.5% and 0.5%
are poor, 80.5% and 78% are average, 19% and 21.5% are good in home environment. 47.5%
and 34% are poor, 39% and 36% are average, 14.5% and 30% are good in their study habits.
This distribution is also shown in Figure 4.7.
106
Academic Achievement - Level-wise Distribution of Boys
48%
16%
36%Poor
Average
Good
Figure 4.7. Level-wise distribution of Boys
Achievement Motivation - Level-wise Distribution of Boys
20%11%
69%
Poor
Average
Good
107
Home Environment - Level-wise Distribution of Boys
80%
19% 1%
Poor
Average
Good
Study Habits - Level-wise Distribution of Boys
47%
14%
39%
Poor
Average
Good
Figure 4.7. Level-wise distribution of Boys
108
Academic Achievement - Level-wise Distribution of Girls
41%
26%33%
Poor
Average
Good
Achievement Motivation- Level-wise Distribution of Girls
5%27%
68%
Poor
Average
Good
Figure 4.7. Level-wise distribution of Girls
109
Home Environment- Level-wise Distribution of Girls
77%
22% 1%
Poor
Average
Good
Study Habits- Level-wise Distribution of Girls
34%30%
36%
Poor
Average
Good
Figure 4.7. Level-wise distribution of Girls
110
4.6 Objective-wise Analysis
To test the following objectives and hypotheses t-test has been employed. The results
of these tests are furnished in the corresponding tables.
4.6.1 Achievement Motivation and Academic Achievement:
Objective 1: To study the influence of Achievement Motivation on Academic Achievement
of Secondary School students with respect to Gender, Management of the School and
Medium of instruction.
Hypothesis 1: There would be no significant influence of Achievement Motivation on
Academic Achievement of Secondary School students with respect to Gender, Management
of the School and Medium of instruction.
Table 4.13. Results of ANOVA-Influence of Achievement Motivation on
Academic Achievement of Secondary School students
Sl. No. Source SS df MS F
1 Gender Boys 189728.57 1 189728.57 42.65**
Girls 70884.76 1 70884.76 12.51**
2 Management Government 129333.72 1 129333.72 33.18**
Private 298791.66 1 298791.66 62.49**
3 Medium English 293846.90 1 293846.90 61.65**
Telugu 104073.12 1 104073.12 21.10**
111
To examine the influence of Achievement Motivation on Academic Achievement of
Secondary School students with respect to Gender, Management of the School and Medium
of instruction, the one way ANOVA technique is employed. As shown in Table 4.12. the
students are divided into three groups such as poor, average and good. For the statistical
analysis only two extreme groups, i.e. low and high groups namely poor and good are
considered. The average group is not considered for the computation.
It is observed from the above Table-4.13 that the computed ‘F’ values for
achievement motivation on academic achievement of boys is 42.65 and girls is 12.51 which
is more than the table value 6.85 at 0.01 level of significance. The ‘F’ values for achievement
motivation on academic achievement of students studying in government schools is 33.18
and in private schools is 62.49 which is more than the table value 6.85 at 0.01 level of
significance. Similarly the ‘F’ values for achievement motivation on academic achievement
of students studying in English medium schools is 61.65 and in Telugu medium is 21.10
which is significant at 0.01 level. It shows that there is a significant influence of
Achievement Motivation on Academic Achievement of Secondary School students with
respect to Gender, Management of the School and Medium of instruction.
Hence the hypothesis ‘There would be no significant influence of Achievement
Motivation on Academic Achievement of Secondary School students with respect to Gender,
Management of the School and Medium of instruction’ is rejected.
4.6.2 Home Environment and Academic Achievement:
Objective 2: To study the influence of Home Environment of Secondary School students on
their Academic Achievement with respect to Gender, Management of the School and
Medium of instruction.
112
Hypothesis 2: There would be no significant influence of Home Environment of Secondary
School students on their Academic Achievement with respect to Gender, Management of
school and Medium of instruction.
Table 4.14. Results of ANOVA-Influence of Home Environment on
Academic Achievement of Secondary School students
Sl. No. Source SS df MS F
1 Gender Boys 89.58 1 89.58 0.02 NS
Girls 9354.40 1 9354.40 1.77 NS
2 Management Government 8780.82 1 8780.82 2.34 NS
Private 934.78 1 934.78 0.13 NS
3 Medium English 1737.19 1 1737.19 0.35 NS
Telugu 10582.56 1 10582.56 1.91 NS
To examine the influence of Home Environment on Academic Achievement of
Secondary School students with respect to Gender, Management of the School and Medium
of instruction, the one way ANOVA technique is employed. As in the earlier case the
students are divided into three groups such as poor, average and good. For the statistical
analysis only two extreme groups, i.e. low and high groups namely poor and good are
considered. The average group is not considered for the computation.
It is observed from the Table 4.14 that the computed ‘F’ values for home environment
on academic achievement of boys is 0.02 and girls is 1.77 which is not significant as it is less
than the table value 3.92 at 0.05 level of significance. The ‘F’ values for home environment
113
on academic achievement of students studying in government schools is 2.34 and in private
schools is 0.13 which is not significant as it is less than the table value even at 0.05 level.
Similarly the ‘F’ values for home environment on academic achievement of students
studying in English medium schools is 0.35 and in Telugu medium is 1.91 which is not
significant even at 0.05 level. It shows that there is no significant influence of Home
Environment on Academic Achievement of Secondary School students with respect to
Gender, Management of the School and Medium of instruction.
Hence the hypothesis ‘There would be no significant influence of Home Environment
of Secondary School students on their Academic Achievement with respect to Gender,
Management of school and Medium of instruction’ is accepted.
4.6.3 Study Habits and Academic Achievement:
Objective 3: To study the influence of Study Habits of Secondary School students on their
Academic Achievement with respect to Gender, Management of School and Medium of
instruction.
Hypothesis 3: There would be no significant influence of Study Habits on the Academic
Achievement of students studying in Secondary Schools with respect to Gender,
Management of school and Medium of instruction.
To examine the influence of Study Habits on Academic Achievement of Secondary
School students with respect to Gender, Management of the School and Medium of
instruction, the one way ANOVA technique is employed. As in the earlier case the students
are divided into three groups such as poor, average and good. For the statistical analysis only
114
Table 4.15. Results of ANOVA-Influence of Study Habits on
Academic Achievement of Secondary School students
Sl. No. Source SS df MS F
1 Gender Boys 99120.20 1 99120.20 18.07**
Girls 129029.07 1 129029.07 25.72**
2 Management Government 92595.34 1 92595.34 24.23**
Private 174409.15 1 174409.15 29.85**
3 Medium English 196092.58 1 196092.58 35.12**
Telugu 93076.12 1 93076.12 22.17**
two extreme groups, i.e. low and high groups namely poor and good are considered. The
average group is not considered for the computation.
It is observed from the Table 4.15 that the computed ‘F’ values for study habits on
academic achievement of boys is 18.07 and girls is 25.72 which is significant as it is more
than the table value 6.85 at 0.01 level of significance. The ‘F’ values for study habits on
academic achievement of students studying in government schools is 24.23 and in private
schools is 29.85 which is significant as it is more than the table value at 0.01 level of
significance. Similarly the ‘F’ values for study habits on academic achievement of students
studying in English medium schools is 35.12 and in Telugu medium is 22.17 which is
significant at 0.01 level. It shows that there is a significant influence of study habits on
academic achievement of secondary school students with respect to gender, management of
the school and medium of instruction.
115
Hence the hypothesis ‘There would be no significant influence of Study Habits on the
Academic Achievement of students studying in Secondary Schools with respect to Gender,
Management of school and Medium of instruction’ is rejected.
4.6.4 Gender, Management of Schools, Medium of Instruction - Academic
Achievement, Achievement Motivation, Home Environment, Study Habits
Objective 4: To investigate the significant Gender differences in Academic Achievement,
Achievement Motivation, Home Environment and Study Habits of secondary school
students.
Hypothesis 4: There exists no significant difference between boys and girls in Academic
Achievement, Achievement Motivation, Home Environment and Study Habits of secondary
school students.
Individually the ‘t’ test for the gender on academic achievement, achievement
motivation, home environment and study habits is computed. The results are presented in the
Table 4.16. From the table it is observed that the mean scores in academic achievement of
boys and girls are 251.64 and 276.85 respectively. It indicates that female students are better
than male students in their academic achievement. The calculated value of ‘t’ is 2.35 which is
greater than the table value at 0.05 level of significance.
The mean scores in achievement motivation of boys and girls are 137.50 and 151.44
respectively. It indicates that female students are better than male students in achievement
motivation. The calculated t-value, 7.35 which is greater than the table value at 0.01 level of
significance.
116
The mean scores in home environment of boys and girls are 227.65 and 227.50
respectively. The calculated t-value, 0.05 which is less than the table value and is not
significant even at 0.05 level.
Table 4.16 Mean differences of Gender on Academic Achievement,
Achievement Motivation, Home Environment and Study Habits
Variable Gender N Mean SD t
Academic Achievement
Boys 200 251.64 104.70
2.35*
Girls 200 276.85 109.58
Achievement Motivation
Boys 200 137.50 20.62
7.35**
Girls 200 151.44 17.14
Home Environment
Boys 200 227.65 25.94
0.05 NS
Girls 200 227.50 29.80
Study Habits
Boys 200 56.46 8.17
4.70**
Girls 200 60.31 8.18
The mean scores in study habits of boys and girls are 56.46 and 60.31 respectively. It
indicates that the female students are better than male students in their study habits. The
calculated t-value, 4.70 which is greater than the table value at 0.01 level of significance.
Hence the hypothesis ‘There exists no significant difference between boys and girls
in Academic Achievement, Achievement Motivation, Home Environment and Study Habits of
117
Secondary School students’ is rejected in the case of academic achievement, achievement
motivation and study habits and accepted in case of home environment. The above discussion
indicates that male and female students of secondary schools significantly differed in
academic achievement, achievement motivation and study habits.
Objective 5: To find significant difference between students studying in Government
Management schools and Private Management schools in Academic Achievement,
Achievement Motivation, Home Environment and Study Habits.
Hypothesis 5: There exists no significant difference between students studying in
Government Management schools and Private Management schools in Academic
Achievement, Achievement Motivation, Home Environment and Study Habits.
Individually the ‘t’ test for the type of the management of school on academic
achievement, achievement motivation, home environment and study habits is computed. The
results are presented in the Table 4. 17.
From the table, it is observed that the mean scores in academic achievement of the
students studying in government and private schools are 233.75 and 294.74 respectively. It
indicates that the students studying in private schools are better than those in government
schools in their academic achievement. The calculated value of ‘t’ is 5.89, which is greater
than the table value at 0.01 level of significance.
The mean scores in achievement motivation of the students studying in government
and private schools are 144.82 and 144.12 respectively. The calculated value of ‘t’, 0.35
which is not significant even at 0.05 level.
118
The mean scores in home environment of the students studying in government and
private schools are 232.47 and 222.68 respectively. The calculated value of ‘t’, 3.56 which
Table 4.17. Mean differences of Management of Schools on Academic Achievement,
Achievement Motivation, Home Environment and Study Habits
Variable Management N Mean SD t
Academic Achievement Govt. 200 233.75 88.64 5.89**
Private 200 294.74 116.45
Achievement Motivation Govt. 200 144.82 20.44 0.35 NS
Private 200 144.12 19.96
Home Environment Govt. 200 232.47 24.51 3.56**
Private 200 222.68 30.20
Study Habits Govt. 200 58.64 8.38 0.61 NS
Private 200 58.13 8.14
is greater than the table value at 0.01 level of significance.
The mean scores in study habits of the students studying in government and private
secondary schools are 58.64 and 58.13 respectively. The calculated value of ‘t’, 0.61 which is
not significant even at 0.05 level.
From the above discussion it is evident that the students studying in government
management schools and the students studying in private management schools significantly
119
deferred in academic achievement and the home environment of secondary school students,
whereas it is a factor that does not influence the achievement motivation and study habits.
Hence the hypothesis ‘There exists no significant difference between students
studying in Government Management schools and Private Management schools in Academic
Achievement, Achievement Motivation, Home Environment and Study Habits’ is rejected with
respect to academic achievement and home environment and accepted with respect to
achievement motivation and study habits.
Objective 6: To find the significant difference between students studying in English and
Telugu Medium schools in Academic Achievement, Achievement Motivation, Home
Environment and Study Habits.
Hypothesis 6: There exists no significant difference between students studying in English
and Telugu Medium schools in Academic Achievement, Achievement Motivation, Home
Environment and Study Habits.
Individually the t-test for the medium of instruction on academic achievement,
achievement motivation, home environment and study habits of secondary school students is
computed. The results are presented in Table 4.18.
From the table it is observed that the mean scores in academic achievement of the
students studying in English and Telugu medium are 297.33 and 231.16 respectively. It
indicates that the students studying in English medium are better than those in Telugu
medium in their academic achievement. The calculated t-value is 6.44 which is greater than
the table value at 0.01 level of significance.
120
The mean scores in achievement motivation of the students studying in English and
Telugu medium are 144.79 and 144.15 respectively. The calculated t-value is 0.32 which is
less than the table value even at 0.05 level.
The mean scores in home environment of the students studying in English and Telugu
medium are 220.11 and 235.04 respectively. The calculated t-value is 5.45 which is greater
than the table value at 0.01 level of significance.
Table 4.18. Mean differences of Medium of instruction on Academic Achievement,
Achievement Motivation, Home Environment and Study Habits
Variable Medium N Mean SD t
Academic Achievement
English 200 297.33 111.75 6.44**
Telugu 200 231.16 92.73
Achievement Motivation
English 200 144.79 21.31 0.32 NS
Telugu 200 144.15 19.03
Home Environment English 200 220.11 29.38 5.55**
Telugu 200 235.04 24.20
Study Habits English 200 58.19 8.55 0.47 NS
Telugu 200 58.58 8.24
121
The mean scores in study habits of the students studying in English and Telugu
medium are 58.19 and 58.58 respectively. The calculated t-value is 0.47 which is less than
the table value even at 0.05 level.
The above discussion indicates that the medium of instruction is a factor that
influences the academic achievement and home environment of secondary school students,
whereas it is a factor that does not influence the achievement motivation and study habits of
the secondary school students.
Hence the hypothesis ‘There exists no significant difference between students
studying in English and Telugu Medium schools in Academic Achievement, Achievement
Motivation, Home Environment and Study Habits’ is rejected in case of academic
achievement and home environment and accepted in the case of achievement motivation and
study habits.
Hypothesis 7: There exists no significant relationship among Gender, Management of
School, Medium of instruction with respect to the Academic Achievement levels.
The chi-square test is computed to find the influence of gender, management and
medium of instruction on academic achievement of secondary school students and presented
in Table 4.19.
To find the relationship among levels of academic achievement with respect to
gender, management of school and medium of instruction chi-squares are computed. From
Table 4.19 it is observed that the chi-square value (6.04) indicates a significant relationship
between gender and academic achievement levels at 0.05 levels.
122
Similarly the chi-square values 35.50 and 26.21 indicate the significant relationship at
0.01 level between the management and academic achievement levels; medium of instruction
and academic achievement levels. Hence the hypothesis ‘There exists no significant
relationship among Gender, Management, Medium of instruction with respect to their
Academic Achievement levels’ is rejected. That is the gender, management and medium of
instruction influence the academic achievement of the secondary school students.
Table 4.19. Results of Chi Squares of Gender, Management and Medium on Academic
Achievement levels
Sub-variable Academic Achievement Total N
df χ2
Poor Average Good
N % N % N %
Gender Boys 67 33.5 101 50.5 32 16 200 2 6.04*
Girls 60 30.0 88 44.0 52 26 200
Management Govt. 77 38.5 105 52.5 18 9 200 2 35.50**
Private 50 25.0 84 42.0 66 33 200
Medium English 45 22.5 95 47.5 60 30 200 2 26.21**
Telugu 82 41.0 94 47.0 24 12 200
Total 127 31.8 189 47.3 84 21 400
123
4.7 Factorial Designs
4.7.1 Academic Achievement - Factorial Design for Gender, Management of School
and Medium of instruction
The influence of gender, management of school and medium of instruction on
academic achievement of secondary school students is investigated by employing 2x2x2
factorial design. The following hypotheses are formulated.
Hypothesis 8: There would be no significant influence of main effects namely Gender,
Management of School and Medium of instruction on the Academic Achievement of
Secondary School students.
Hypothesis 9: There would be no significant impact of interaction effects of Gender,
Management of School and Medium of instruction on Academic Achievement of Secondary
School students.
The above hypotheses are tested through 2x2x2 factorial design. The results of
analysis of variance (ANOVA) of 2x2x2 factorial design for the academic achievement
scores of secondary school students are presented in Table 4.20.
It is observed from Table 4.20 that the F values for gender, management and medium
of instruction are (7.26, 42.52 and 50.04) significant at.0.01 level. Hence the hypothesis
‘There would be no significant influence of main effects namely Gender, Management of
School and Medium of instruction on the Academic Achievement of Secondary School
students’ is rejected. And it is concluded that the gender, management and medium of
instruction have significant influence on academic achievement of secondary school students.
124
Table 4.20. Results of ANOVA of 2 x 2 x 2 Factorial Design for
Academic Achievement scores of Secondary School students
Factor A: Gender (2 levels)
Factor B: Management (2 levels)
Factor C: Medium of instruction (2 levels)
Sl.No. Source of Variance SS df MS F
1 A 63529.20 1 63529.20 7.26 **
2 B 372039.00 1 372039.00 42.52 **
3 C 437780.72 1 437780.72 50.04 **
4 A Vs B 4576.52 1 4576.52 0.52 NS
5 A Vs C 3925.02 1 3925.02 0.45 NS
6 B Vs C 322113.00 1 322113.00 36.82 **
7 A Vs B Vs C 726.30 1 726.30 0.08 NS
8 Error 3429679.70 392 8749.18
9 Corrected Total 4634369.48 399
The interaction effects between gender and management (F=0.52), gender and
medium of instruction (F=0.45) and gender, management and medium of instruction
(F=0.08) are not significant at 0.05 level. Whereas the interaction between management and
125
medium of instruction (F=36.82) is significant at 0.01 level. The above discussion indicates
the fact that the academic achievement of students studying in secondary schools is
independent of interaction effect of gender and management of school, gender and medium
of instruction. Academic achievement is also independent of interaction effect of gender,
management of school and medium of instruction. And the academic achievement of
students studying in secondary schools is influenced by the interaction effects of
management and medium of instruction. Hence the hypothesis ‘There would be no
significant impact of interaction effects of Gender, Management of School and Medium of
instruction on Academic Achievement of Secondary School students’ is rejected for
interaction effect of management of school and medium of instruction, whereas it is accepted
for interaction effect of gender and management of school, gender and medium of
instruction, and gender, management of school, medium of instruction.
4.7.2 Achievement Motivation - Factorial Design for Gender, Management of School
and Medium of instruction
The influence of gender, management of school and medium of instruction on
achievement motivation of secondary school students is investigated by employing 2x2x2
factorial design. The following hypotheses are formulated.
Hypothesis 10: There would no significant influence of main effects namely Gender,
Management of School and Medium of instruction on Achievement Motivation of Secondary
School students.
126
Hypothesis 11: There would be no significant impact of interaction effects of Gender,
Management of School and Medium of instruction on Achievement Motivation of Secondary
School students.
The above hypotheses are tested through 2x2x2 factorial design. The results of
analysis of variance (ANOVA) of 2x2x2 factorial design for the achievement motivation
scores of secondary school students are presented in Table 4.21.
It is observed from Table 4.21 that the F value for gender (55.19) individually is
significant at.0.01 level. The F value individually for management and medium of instruction
(0.14, 0.12) are not significant at 0.05 level. Hence the hypothesis ‘There would be no
significant influence of main effects namely Gender, Management of School and Medium of
instruction on Achievement Motivation of Secondary School students’ is rejected for main
effect of gender and accepted for management of school and medium of instruction. Hence it
is concluded that the gender has significant influence on achievement motivation of
secondary school students and management of school and medium of instruction have no
significant influence.
The interaction effects of gender and management (F=1.58), gender and medium of
instruction (F=0.01) and gender, management, medium of instruction (F=0.04) are not
significant at 0.05 level. Whereas the interaction effect of management and medium of
instruction (F=12.37) is significant at 0.01 level. The above statement indicates the fact that
the achievement motivation of students in studying in secondary schools is independent of
interaction effect of gender and management, gender and medium of instruction, and gender,
management, medium of instruction. And the achievement motivation has influence of the
127
Table 4.21. Results of ANOVA of 2x2x2 Factorial Design for Achievement Motivation
scores of Secondary School students
Factor A: Gender (2 levels)
Factor B: Management (2 levels)
Factor C: Medium of instruction (2 levels)
S. No Source of Variance SS df MS F
1 A 19432.36 1 19432.36 55.19 **
2 B 49.00 1 49.00 0.14 NS
3 C 40.96 1 40.96 0.12 NS
4 A Vs B 556.96 1 556.96 1.58 NS
5 A Vs C 3.24 1 3.24 0.01 NS
6 B Vs C 4356.00 1 4356.00 12.37 **
7 A Vs B Vs C 12.96 1 12.96 0.04 NS
8 Error 138028.16 392 352.11
9 Corrected Total 162479.64 399
interaction effect of management and medium of instruction. Hence the hypothesis, ‘There
would be no significant impact of interaction effects of Gender, Management of School and
Medium of instruction on Achievement Motivation of Secondary School students’ is rejected
for interaction effect of management and medium of instruction, and accepted for interaction
128
effect of gender and management, gender and medium of instruction and gender,
management and medium of instruction.
4.7.3 Home Environment - Factorial Design for Gender, Management of School and
Medium of instruction
The influence of gender, management of school and medium of instruction on home
environment of secondary school students is investigated by employing 2x2x2 factorial
design. The following hypotheses are formulated.
Hypothesis 12: There would no significant influence of main effects namely Gender,
Management of School and Medium of instruction on Home Environment of Secondary
School students.
Hypothesis 13: There would be no significant impact of interaction effects of Gender,
Management of School and Medium of instruction on Home Environment of Secondary
School students.
The above hypotheses are tested through 2x2x2 factorial design. The results of
analysis of variance (ANOVA) of 2x2x2 factorial design for the home environment scores of
secondary school students are presented in Table 4.22.
It is observed from Table 47 that the F value for gender (0.01) individually is not
significant at.0.05 level. and the F value individually for management and medium of
instruction (14.06, 32.65) are significant at 0.01 level. Hence the hypothesis stating, ‘There
would no significant influence of main effect namely Gender, Management of School and
Medium of instruction on Home Environment of Secondary School students’ is rejected for
129
main effects of management of school and medium of instruction, whereas it is accepted for
the main effect of gender. Hence it is concluded that the home environment of secondary
school students is influenced by the management of school and medium of instruction and
independent of gender.
Table 4.22. Results of ANOVA of 2 x 2 x 2 Factorial Design for Home Environment scores
of Secondary School students.
Factor A: Gender (2 levels)
Factor B: Management (2 levels)
Factor C: Medium of instruction (2 levels)
S. No Source of Variance SS df MS F
1 A 2.10 1 2.10 0.01 NS
2 B 9594.20 1 9594.20 14.06 **
3 C 22275.56 1 22275.56 32.65 **
4 A Vs B 3.06 1 3.06 0.01 NS
5 A Vs C 64.80 1 64.80 0.10 NS
6 B Vs C 6897.30 1 6897.30 10.11 **
7 A Vs B Vs C 4309.92 1 4309.92 6.32 *
8 Error 267434.94 392 682.23
9 Corrected Total 310581.90 399
130
The interaction effects of gender and management (F=0.01) and gender and medium
of instruction (F=0.10) are not significant at 0.05 level. Whereas the interaction effects of
management and medium of instruction (F=10.11) is significant at 0.01 level and interaction
effects of gender, management and medium of instruction (F=6.32) is significant at 0.05
level. Hence the hypothesis ‘There would be no significant impact of interaction effects of
Gender, Management of School and Medium of instruction on Home Environment of
Secondary School students’ is rejected for interaction effects of management and medium of
instruction and also for gender, management and medium of instruction. And the hypothesis
is accepted for interaction effects of gender and management and gender and medium of
instruction.
Therefore it is concluded that the interaction effects of management and medium of
instruction, gender, management and medium of instruction have significant influence on
home environment of secondary school students.
4.7.4 Study Habits - Factorial Design for Gender, Management of School and Medium
of instruction
The influence of gender, management of school and medium of instruction on study
habits of secondary school students is investigated by employing 2x2x2 factorial design. The
following hypotheses are formulated.
Hypothesis 14: There would no significant influence of main effects namely Gender,
Management of School and Medium of instruction on Study Habits of Secondary School
students.
131
Hypothesis 15: There would be no significant impact of interaction effects of Gender,
Management of School and Medium of instruction on Study Habits of Secondary School
students.
The above hypotheses are tested through 2x2x2 factorial design. The results of
analysis of variance (ANOVA) of 2x2x2 factorial design for the study habits scores of
secondary school students are tabulated in Table 4.23.
It is observed from Table 4.23 that the F value for gender (22.33) individually is
significant at.0.01 level. And the F value individually for management of school and medium
of instruction (0.40, 0.24) are not significant at 0.05 level. Hence the hypothesis ‘There
would no significant influence of main effects namely Gender, Management of School and
Medium of instruction on Study Habits of Secondary School students’ is rejected for the main
effect of gender and accepted for the management and medium of instruction. Hence it is
concluded that the gender individually has influence on study habits of secondary school
students.
The interaction effects of gender and management (F=1.88), gender and medium of
instruction (F=0.30) and gender, management and medium of instruction (F=0.18) are not
significant at 0.05 level. Whereas the interaction effect of management and medium of
instruction (F=6.69) is significant at 0.01 level.
The above statement indicates that the interaction effects of gender and management;
gender and medium of instruction; and gender, management and medium of instruction are
independent with respect to study habits of students in secondary schools. And interaction
effect of management and medium of instruction has significant influence on the study habits
132
Table 4.23. Results of ANOVA of 2x2x2 Factorial Design for Study Habits scores of
Secondary School students
Factor A: Gender (2 levels)
Factor B: Management (2 levels)
Factor C: Medium of instruction (2 levels)
S. No Source of Variance SS df MS F
1 A 1478.40 1 1478.40 22.33 **
2 B 26.52 1 26.52 0.40 NS
3 C 15.60 1 15.60 0.24 NS
4 A Vs B 124.32 1 124.32 1.88 NS
5 A Vs C 19.80 1 19.80 0.30 NS
6 B Vs C 443.10 1 443.10 6.69 **
7 A Vs B Vs C 11.90 1 11.90 0.18 NS
8 Error 25952.82 392 66.21
9 Corrected Total 28072.48 399
of secondary school students. Hence the hypotheses, ‘There would be no significant impact
of interaction effects of Gender, Management of School and Medium of instruction on Study
Habits of Secondary School students’ is rejected for the interaction effects of management of
133
school and medium of instruction. And the hypothesis is accepted for the interaction effects
of gender and management, gender and medium of instruction and gender, management and
medium of instruction.
4.8 Regressions:
4.8.1 Achievement Motivation and Academic Achievement:
Linear regression is also adopted by taking academic achievement as dependent
variable and achievement motivation as independent variable and found this also fits well for
the data. From Table 4.24 the coefficient of determination (R square) is 0.09; therefore, about
8.9% of the variation in the academic achievement is explained by achievement motivation.
R is significant as F value is significant at 0.01 level. The regression equation appears to be
very useful for making predictions.
Table 4.24. Prediction of Academic Achievement of the Secondary School students
with respect to their Achievement Motivation
Model R R2 SE for R F Constant B Beta t % of variance
1 0.30a 0.09 103.01 38.78** 34.35 1.59 0.30 6.23** 8.9
a. a Predictors(constant), Achievement Motivation total score; b. Dependent variable: Academic Achievement scores
value for regression and t-value for correlation are significant at 0.01 hence the null
hypothesis is rejected.
At 0.01 level of significance, there is enough evidence to conclude that the slope of
the population regression line is not zero and, hence, that achievement motivation is a useful
predictor of academic achievement for the secondary school students. The regression
134
equation for the relation between academic achievement and achievement motivation of
secondary school students can be written as
AA = 34.35 + 1.59 AM.
4.8.2 Home Environment and Academic Achievement:
Linear regression is also adopted by taking academic achievement as dependent
variable and home environment as independent variable and found this also fits well for the
data.
Table 4.25. Prediction of Academic Achievement of the Secondary School students
with respect to their Home Environment
Model R R2 SE for R
F Constant B Beta t % of variance
1 0.20a 0.04 105.75 16.43** 439.30 -0.77 -0.20 4.05** 4.0
a. a Predictors(constant), Home Environment total score; b. Dependent variable: Academic Achievement scores
From Table 4.25 the coefficient of determination (R square) is 0.04; therefore, about
4% of the variation in the academic achievement is explained by home environment. The
regression equation appears to be very useful for making predictions. F value for regression
and t-value for correlation are significant at 0.01 hence the null hypothesis is to be rejected.
At 0.01 level of significance, there is enough evidence to conclude that the slope of
the population regression line is not zero and, hence, that home environment is a useful
predictor of academic achievement for the secondary school students. The regression
135
equation for the relation between academic achievement and home environment of secondary
school students can be written as
AA = 439.30 - 0.77 HE
4.8.3 Study Habits and Academic Achievement:
Linear regression is also adopted by taking academic achievement as dependent
variable and study habits as independent variable and found this also fits well for the data.
From Table 4.26 the coefficient of determination (R square) is 0.05; therefore, about 5% of
the variation in the academic achievement is explained by study habits. The regression
equation appears to be very useful for making predictions. F value for regression and t-value
for correlation are significant at 0.01 hence we the null hypothesis is to be rejected.
At 0.01 level of significance there is enough evidence to conclude that the slope of the
population regression line is not zero and, hence, that study habits is a useful predictor of
academic achievement for the secondary school students. The regression equation for the
relation between academic achievement and study habits of secondary school students can be
written as
AA = 96.55 + 2.87 SH
Table 4.26. Prediction of Academic Achievement of the Secondary School students with
respect to their Study Habits
Model R R2 SE for R F Constant B Beta t % of variance
1 0.22a 0.05 105.18 20.94** 96.55 2.87 0.22 4.58** 5.0
Predictors(constant), Study Habits total score; dependent variable: Academic Achievement score
136
4.9 Multiple Regressions - Between Academic Achievement as dependent variable
and Achievement Motivation, Home Environment and Study Habits as
independent variables:
To test the usefulness of the achievement motivation, home environment and study
habits of students in predicting the academic achievement, multiple regressions are also
computed and regression equation has been obtained as a relation between dependent and
independent variables. The related data is presented in Tables 4.27.
From Table 4.27 the coefficient of determination (R square) is 0.17; therefore, about
16.50% of the variation in the academic achievement is explained by achievement
motivation. The regression equation appears to be very useful for making predictions.
At 0.05 level of significance, there is enough evidence to conclude that the slope of
the population regression line is not zero and, hence, that achievement motivation, home
environment and study habits are useful predictors of academic achievement for boys and
girls studying in (Government /Private; English/Telugu) medium secondary school. The F
value of regression is significant at 0.01 level and the ‘t’ values for achievement motivation,
home environment and study habits are also significant at 0.01 level indicating their
significant influence on the academic achievement of students. However, achievement
motivation and study habits have positive influence and home environment has negative
influence with academic achievement. The regression equation representing the relation
between the independent and dependent variables is
AA = 194.19 + 1.44 AM - 1.05 HE + 1.73 SH
137
Table 4.27. Prediction of Academic Achievement of the Secondary School students
with respect to their Achievement Motivation, Home Environment and Study Habits
Step R R2 SE for R F Constant B Beta t
0.41a 0.17 98.88 26.00** 194.14
AM 1.44 0.27 4.92**
HE -1.05 -0.27 5.77**
S H 1.73 0.14 2.44*
Predictors:(constant), Study Habits total score (SH), Home Environment total score (HE) and Achievement Motivation total score (AM) as independent variables; Academic Achievement as dependent variable.
4.10 Major Findings and Discussion
Achievement Motivation and Academic Achievement
The correlation coefficients reveal that there is a significant positive relation between
achievement motivation and academic achievement of secondary school students. From the
results of ANOVA it is found that there is a significant influence of achievement motivation
on academic achievement of students both boys and girls studying in secondary schools.
Similarly it is observed that there is a significant influence of achievement motivation on
academic achievement of students studying in government management schools and private
management schools and also in English and Telugu medium schools.
These results are supported by Amalaha (1975), Abrol (1977), Moen and Doyle
(1977), Indrani (1985), Galreib (1990), Johnson (1996), Blank (1997), Sudhir (1998),
Kushman et al (2000), Brouss and Garrison (2004), Skalvik and Scalvik (2006), Salvin
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(2006), Van de Gaer, Eva et al (2007), Sangeeta (2009),Karen Strabel (2010) and Vishal
Sood (2012).
However, no significant relationship between Achievement Motivation and Academic
Achievement was reported by Harneek and Manjeet Kaur (1990) and Ayden and Coskun
(2011).
Home Environment and Academic Achievement
The correlation coefficients reveal that there is a significant negative relation
between home environment and academic achievement of secondary school students. From
the results of ANOVA it is found that there is no significant influence of home environment
on academic achievement of students both boys and girls studying in secondary schools.
Similarly it is observed that there is no significant influence of home environment on
academic achievement of students studying in government management schools and private
management schools and also in English and Telugu medium schools.
A few researchers like Keith (1986, 1991), Natriello and McDill (1986), Cartejon and
Perez (1998) and Vijayalaxmi (2003) observed no significant relation between home
environment and academic achievement of students.
The findings of Asha Bhatnagar (1980), Veerabhadramma (1984), Narang (1987), Raj
(1995), Steinberg et al (1992), Lamborn et al (1993), Dauber and Epstein (1993), Shukla
(1994), Berla (1994), Pausson (1994), Deslandes et al (1997), Sophia Catsambis (1998),
Ichado (1998), Marchesi and Martin (2002), Vamadevarappa (2005), Malvinder Ahuja and
Sunitha Goyal (2005), Bajwa and Kaur (2006), Bansal et al (2006), Sunitha and Khadi
(2007), Ajila and Olutola (2007), Williams (2008), Meena Siwach Nee Daulta (2008), Huang
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(2008), Prasamita Mohanty (2009), Abdul Raheem Yousuf (2009), Jagpreet Kaul et al (2009)
and Chan and Koo (2010) reveal the positive relationship between home environment and
academic achievement of the students.
Study Habits and Academic Achievement
The correlation coefficients reveal that there is a significant positive relation between
study habits and academic achievement of secondary school students. From the results of
ANOVA it is found that there is a significant influence of study habits on academic
achievement of students both boys and girls studying in secondary schools. Similarly it is
observed that there is a significant influence of study habits on academic achievement of
students studying in government management schools and private management schools and
also in English and Telugu medium schools.
These results are supported by the observations of Brown and Dubois (1964), Richard
and Virginia (1967), Agarwal and Saini (1969), Krishna Murthy and Rao (1969), Sinha
(1972), Silverman and Riordens (1974), Patel (1976), Ansari (1980), Asha Bhatnagar (1980),
Patel (1981), Chauhan and Singh (1982), Godzilla et al (1984), Premalatha Sharma (1986),
Ramaswamy (1990), Deb and Gravel (1990), Misra (1992), Naep (1994), Verma (1996),
Patel (1996), Sampath and Selvarajgnanaguru (1997), Sam Sandra Jah and Sreehi (2000),
Guruvaiah (2004), Yenagi (2006), Subrahmanyam (2007) and Tuncay Ergene (2010).
Contradictory results were reported by Girija (1975), Singh (1984), Patnaik and
Basavaiah (1991), Verma (1996) and Guruvaiah (2004) on the relation between study habits
and academic achievement of students.
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Gender, Management of Schools, Medium of Instruction and Academic
Achievement
The ‘t’ values clearly indicate that there is a significant difference between boys and
girls in academic achievement of the secondary school students. Girls are better than boys.
The results also reveal that gender influences achievement motivation and study habits.
Similarly the management of school and the medium of instruction are the factors that
influence academic achievement.
The influence of gender on academic achievement and significant difference between
boys and girls in relation to academic achievement are also found by Padmanabhan Nair and
Vishweswaran (1966), Gupta (1968), Dubey (1982), Ramaswamy (1990), Panda (1991),
Vijayalaxmi and Hemalatha (1992), Pramod (1999), Viswanadham (2000), Ellakkakumar
(2001), Sunitha and Mayuri (2001) and Subrahmanyam (2007).
No significant difference between boys and girls in their academic achievement were
also observed by Pavithran and Feroz (1965), Asudullakhan et al (1982), Jagannadhan
(1985), Govinda Reddy (2002), Jakhar and Aseema (2004) and Pandey and Faiz Ahmed
(2008).
The influence of gender, management of school and medium of instruction on
academic achievement of secondary school students is investigated by employing 2 x 2 x 2
factorial design. The findings of the results are summarized in Chapter V.
Linear regression and multiple regressions are computed and the regression equations
for the relationship between dependent and independent variables have been obtained and the
findings are summarized in Chapter V.
