CHAPTER – Vshodhganga.inflibnet.ac.in/bitstream/10603/21936/11/11_chapter_5.… · environment and study habits on academic achievements of secondary school students. 3. The study

CHAPTER – V

SUMMARY AND CONCLUSIONS

CHAPTER – V: SUMMARY AND CONCLUSIONS

This chapter deals with the summary, major findings, conclusions, educational

implications and suggestions for further research.

5.1 Need and significance of the study

Academic achievement and its correlates is a popular field of research. Many studies

were conducted on academic achievement of the students in relation to their intelligence,

self-concept, self-esteem, emotional maturity, adjustment, coping styles, time perception etc.

Very little research was conducted on the academic achievement of secondary school

students in relation to their achievement motivation, home environment and study habits. In

the light of the observations and personal experience and also the literature available the

researcher has undertaken a study to find out whether there is any influence of achievement

motivation, home environment and study habits on academic achievement of secondary

school students.

5.2 The Statement of the Problem

The researcher has identified the following problem for the present study

“Influence of Achievement Motivation, Home Environment and Study Habits on

Academic Achievement of Secondary School Students”

5.3 Objectives of the study

Any sort of research work should have some definite objectives to be achieved at the

end of the research work. Since the present study aimed at investigating the influence of

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achievement motivation, home environment and study habits on academic achievement of

secondary school students of Hyderabad district, the following objectives have been

formulated to carry out the study in a systematic way.

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

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.

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.

Objective 4: To investigate significant Gender differences in Academic Achievement,

Achievement Motivation, Home Environment and Study Habits of Secondary School

Students.

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.

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.

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Objective 7: To obtain regression equations to predict Academic Achievement of the

students in relation to the Achievement Motivation, Home Environment and Study Habits.

5.4 Hypotheses of the study

Based on the above objectives of the study the following hypotheses are formulated.

Hypothesis 1: There would be no significant influence of Achievement Motivation on

Academic Achievement of Secondary School students with respect to Gender, Management

of school and Medium of instruction.

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.

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.

Hypothesis 4: There exists no significant difference between boys and girls 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.

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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.

Hypothesis 7: There exists no significant relationship among Gender, Management of

School and Medium of instruction with respect to the Academic Achievement levels.

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.


Management of School and Medium of instruction on Achievement Motivation of Secondary

School students.


Management of School and Medium of instruction on Achievement Motivation of Secondary

School students.


Management of School and Medium of instruction on Home Environment of Secondary

School students.

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Management of School and Medium of instruction on Home Environment of Secondary

School students.


Management of School and Medium of instruction on Study Habits of Secondary School

students.


Management of School and Medium of instruction on Study Habits of Secondary School

students.

5.5 Scope of the Study

The present study was quite significant and has a wide scope to study the various

factors that influence academic achievement of students in secondary schools. The researcher

has identified the present problem to investigate the influence of variables such as

achievement motivation, home environment and study habits on academic achievement

among the students of secondary schools in Hyderabad district in relation to gender, type of

management and medium of instruction. District Common Examination Board marks are

taken as academic achievement of students. Their achievement motivation, home

environment and study habits were measured by relevant instruments.

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5.6 Design of the study

The following is a brief description of research design. For the selection of sample,

the researcher adopted stratified random sampling technique. The research design is shown

below.

5.7 Variables of the study

As the aim of the study was to find out the influence of achievement motivation,

home environment and study habits on academic achievement of secondary school students

with respect to their gender, management of school in which they were studying and their

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medium of instruction, Academic achievement becomes dependent variable and all the

independent variables were grouped in the following manner.

Dependent Variable: Academic Achievement.

Independent Variables: a) Psychological variables

b) Demographic and Institutional variables.

Psychological Variables: 1. Achievement Motivation,

2. Home Environment

3. Study Habits.

Demographic and Institutional Variables (Sub Variables):

1. Gender (Boys and Girls),

2. Management of school (Government and Private)

3. Medium of instruction (English and Telugu).

5.8 Sample of the Study

The sample for the investigation consisted of 400 students studying in ninth class.

The stratified random sampling technique was adopted in two stages. In the first stage the

stratification was made on the basis of type of management of school (Government and

Private) and medium of instruction (English and Telugu). The sampling unit is school. 20

secondary schools located in Hyderabad district were randomly selected for the investigation.

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Among them 10 government and 10 private schools were selected, out of which 5 were

Telugu medium schools and 5 were English medium schools. In the second stage of

stratification students studying in these schools both boys and girls were selected. From each

stratum of 5 schools, 100 (50 boys + 50 girls) students studying IX class were selected.

From each school ten boys and ten girls were selected at random. The study was essentially a

2 x 2 x 2 factorial design. Thus the sample for the present study was 400 students studying in

ninth class equally distributed between two types of managements of schools, two genders

and between two mediums of instruction.

5.9 Tools used for the Study

The researcher used the following tools to identify the influence of achievement

motivation, home environment and study habits on academic achievement.

1. Deo-Mohan Achievement Motivation (n-Ach) Scale developed by Pratibha Deo and

Asha Mohan (1990).

2. Home Environment Inventory developed by Dr. Karuna Shankar Mishra (1989) and

3. Study Habits Inventory developed by Palsane and Sharma (1989).

A copy of English and Telugu version of the above three tools are appended in

Appendix A, B, C, D, E and F respectively.

4. The total marks of the IX class students obtained in annual examinations from the concerned

institutions were considered as their academic achievement.

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5.10 Administration of the Tools and Collection of data

The investigator has intimated the Head of the schools about the research work well

in advance and obtained permission. The data has been collected from the ninth class

students with the help of concerned class teachers after explaining the need and purpose of

the work. The required number of students chosen were seated in a separate place and given

the instructions orally and were also asked to read the instructions given along with the

instruments and motivated to respond genuinely to all the items. The three tools were

administered with a required time interval.

The investigator has collected the total marks of each student obtained in the annual

examinations conducted by the District Common Examination Board from the institutions

concerned. These scores are considered as their academic achievement.

5.11 Delimitations of the Study

The present study has the following delimitations.

1. The present study was confined to only one district i.e., Hyderabad.

2. The study was confined to study the influence of achievement motivation, home

environment and study habits on academic achievements of secondary school students.

3. The study was confined to the students of IX Class (boys and girls) under government

and private managements of both media (Telugu and English) of secondary schools

which follow state syllabus of Hyderabad district.

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5.12 Statistical Techniques employed

The distribution characteristics used in the present study were mean (M), standard

error (SE), standard deviation (SD), variance (V), skewness (Sk), kurtosis (Ku) and range

(R). Descriptive statistics such as mean, SD, correlation coefficient (r) and the inferential

statistical techniques such as t-test, ANOVA and χ2 were employed to test different

hypotheses. Linear and multiple regression analysis are employed to predict the academic

achievement of students and the results were discussed.

5.13 Major Findings of the Study

The statistical treatment of the data reveals the following major findings of the

investigation.

1. From frequency distribution the following observations were made.

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.

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 mode values are 146 and 140

respectively.

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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 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 mode values are 58 and 58 respectively.

2. The values of skewness and kurtosis for academic achievement were 0.43 and -0.48

respectively. The distribution of academic achievement scores were skewed right.The

scores massed at left end of the scale and spread out gradually towards the right end

of the scale and platykurtic indicating the flatter distribution than normal. It shows,

most of the studens’ (54.5%) academic achievement scores are below the mean score.

Nearly half (47.3%) of the students scored average. Only a few (21%) were good

and remaining were poor in their academic achievement.

3. The values of skewness and kurtosis for achievement motivation were -0.35 and -0.36

respectively. The distribution of achievement motivation scores were skewed left.

The scores massed at right end of the scale and spread out gradually towards the left

end of the scale and platykurtic indicating more peaked distribution than the normal.

Most of the students’ (54%) achievement motivation scores are above the mean score.

4. The values of skewness and kurtosis for home environment were -0.27 and 0.39

respectively. Tthe distribution of home environment scores were skewed left.The

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scores massed at right end of the scale and spread out gradually towards the left end

of the scale and leptokurtic indicating a more peaked distribution than the normal.

Most of the students’ (52.5%) home environment scores are above the mean score.

5. The values of skewness and kurtosis for study habits were -0.03 and 0.05 respectively.

The distribution of study habits scores were skewed left. The scores massed at right

end of the scale and spread out gradually towards the left end of the scale and

leptokurtic indicating a more peaked distribution than the normal. Almost half of the

students’ study habits scores are above the mean score.

6. It can be observed that the correlation coefficients were 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 were 0.30, and 0.22 respectively. The correlation coefficient value

between home environment and academic achievement is -0.20, which shows

significant negative correlation between home environment and academic

achievement of secondary school students.

7. The results also revealed the inter-correlations among the independent variables.

There was a positive correlation between achievement motivation and home

environment and achievement motivation and study habits. The values of correlation

coefficients are 0.16 and 0.54 respectively which were significant at 0.01 level.

Similarly the positive correlation was also evident between home environment and

study habits from the value of correlation coefficient of 0.21 which is significant at

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0.01 level. Finally one can say that the independent variables were related positively

to each other.

Achievement Motivation and Academic Achievement

8. The results of ANOVA revealed the influence of achievement motivation on

academic achievement of secondary school students, with respect to gender,

management of schools and medium of instruction. The computed ‘F’ value for boys

was 42.65 and girls 12.51 respectively which is more than the table value 6.85 at 0.01

level of significance.

9. The ‘F’ value for achievement motivation on academic achievement of students

studying in government schools was 33.18 and in private schools was 62.49 which

was more than the table value at 0.01 level of significance.

10. Similarly the ‘F’ value for achievement motivation on academic achievement of

students studying in English medium schools was 61.65 and in Telugu medium was

21.10 which is significant at 0.01 level. It shows that there was 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.

Home Environment and Academic Achievement

11. It is observed that the computed value of ‘F’ for home environment on academic

achievement of boys was 0.02 and girls was 1.77. Which were not significant as they

were less than the table value 3.92 at 0.05 level.

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12. The value of ‘F’ for home environment on academic achievement of students

studying in government schools was 2.34 and in private schools was 0.13. Which

were also not significant as it is less than the table value even at 0.05 level.

13. Similarly the ‘F’ value for home environment on academic achievement of students

studying in English medium schools was 0.35 and in Telugu medium was 1.91 which

were not significant even at 0.05 level. It shows that there was 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.

Study Habits and Academic Achievement

14. It is observed that the computed ‘F’ value for study habits on academic achievement

of boys was 18.07 and girls was 25.72, which were significant as they were more than

the table value 6.85 at 0.01 level of significance.

15. The ‘F’ value for study habits on academic achievement of students studying in

government schools was 24.23 and in private schools was 29.85 which were

significant at 0.01 level of significance.

16. Similarly the ‘F’ value for study habits on academic achievement of students studying

in English medium schools was 35.12 and in Telugu medium was 22.17, which were

significant at 0.01 level. It shows that there was 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.

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Gender, Management, Medium of Instruction

17. The mean scores in academic achievement of boys and girls were 251.64 and 276.85

respectively. It indicates that female students were better than male students in their

academic achievement. The calculated value of ‘t’ was 2.35 which was greater than

the table value at 0.05 level of significance. A significant gender difference was

found in academic achievement of secondary school students.

18. The mean scores in achievement motivation of boys and girls were 137.50 and 151.44

respectively. It indicates that female students were better than male students in

achievement motivation. The calculated t-value was 7.35, which was greater than the

table value at 0.01 level of significance. A significant gender difference was found in

achievement motivation of secondary school students.

19. The mean scores in home environment of boys and girls were 227.65 and 227.50

respectively. The calculated t-value was 0.05 which was less than the table value and

was not significant even at 0.05 level. Hence it was found that there was no

significant gender difference in home environment of secondary school students.

20. The mean scores in study habits of boys and girls were 56.46 and 60.31 respectively.

It indicates that the female students were better than male students in their study

habits. The calculated t-value was 4.70, which was greater than the table value at 0.01

level of significance. Hence it was found that there was a significant gender

difference in study habits of secondary school students.

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21. The mean scores in academic achievement of the students studying in government and

private schools were 233.75 and 294.74 respectively. It indicates that the students

studying in private schools were better than those in government schools in their

academic achievement. The calculated value of ‘t’ was 5.89, which was greater than the

table value at 0.01 level of significance. Hence it was found that there was a significant

difference between students studying in government and private management schools in

academic achievement.

22. The mean scores in achievement motivation of the students studying in government and

private secondary schools were 144.82 and 144.12 respectively. The calculated value of

‘t’, 0.35, was not significant even at 0.05 level. Hence it was found that there was no

significant difference between students studying in government management schools and

private management schools in achievement motivation.

23. The mean scores in home environment of the students studying in government and

private secondary schools were 232.47 and 222.68 respectively. The calculated value of

‘t’, 3.562 was greater than the table value at 0.01 level of significance. Hence it was

found that there was a significant difference between students studying in government

management schools and private management schools in home environment.

24. The mean scores in study habits of the students studying in government and private

secondary schools were 58.64 and 58.13 respectively. The calculated value of ‘t’, 0.61,

was not significant even at 0.05 level. Hence it was found that there was a significant

difference between students studying in government management schools and private

management schools in study habits.

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25. The mean scores in academic achievement of the students studying in English and

Telugu medium were 297.33 and 231.16 respectively. It indicates that the students

studying in English medium were better than those in Telugu medium in their academic

achievement. The calculated t-value, 6.44 which is greater than the table value at 0.01

level of significance. Hence it was found that there was a significant difference between

students studying in English and Telugu medium schools in academic achievement.

26. The mean scores in achievement motivation of the students studying in English and

Telugu medium were 144.79 and 144.15 respectively. The calculated t-value, 0.32 which

was less than the table value even at 0.05 level. Hence it was found that there was no

significant difference between students studying in English and Telugu medium schools

in achievement motivation.

27. The mean scores in home environment of the students studying in English and Telugu

medium were 220.11 and 235.04 respectively. The calculated t-value, 5.45 was greater

than the table value at 0.01 level of significance. Hence it was found that there was a

significant difference between students studying in English and Telugu medium schools

in home environment.

28. The mean scores in study habits of the students studying in English and Telugu medium

were 58.19 and 58.58 respectively. The calculated t-value, 0.47 which was less than the

table value even at 0.05 level. Hence it was found that there was no significant

difference between students studying in English and Telugu medium schools in study

habits.

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Interaction Effects of Variables

29. The interaction effects between gender and management of school, gender and medium

of instruction and gender, management and medium of instruction were not significant at

0.05 level. Whereas the interaction between management of school and medium of

instruction was significant at 0.01 level. The above statement indicates the fact that the

academic achievement of students in government and private secondary schools was

independent of gender. Hence it was found that there was no significant impact of

interaction effects of gender and management on academic achievement of secondary

school students. Also there was no significant impact of interaction effects of gender and

medium of instruction on academic achievement of secondary school students. Similarly

there was significant impact of interaction effects of gender, management of school and

Medium of interaction on the academic achievement of students in secondary schools.

And also there was significant impact of interaction effect of management of school and

medium of interaction on the academic achievement of secondary school students.

30. It is observed that ‘F’ value for gender individually was significant at.0.01 level.

Therefore it was found that there was significant influence of main effect namely gender

on achievement motivation of secondary school students. And the F value individually

for management and medium of instruction (0.140, 0.12) were not significant at 0.05

level. Therefore it was found that there was no significant influence of main effect

namely management and medium of instruction on achievement motivation of secondary

school students. That is the management of school and medium of instruction was

independent with respect to achievement motivation.

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of instruction and gender, management of school and medium of instruction were not

significant at 0.05 level. Whereas the interaction between management and medium of

instruction was significant at 0.01 level. The above statement indicates that the

achievement motivation of students in government and private secondary schools was

independent of gender. Therefore it was found that there was no significant impact of

interaction effects of gender and management on achievement motivation of secondary

school students. Also there was also no significant impact of interaction effects of gender

and medium of instruction on achievement motivation of secondary school students.

Similarly it was found that there was significant impact of interaction effects of gender,

management and medium of interaction on the achievement motivation of students in

secondary schools. And also it was found that there was significant impact of interaction

effect of management and medium of instruction on the achievement motivation of

secondary school students.

32. It is observed that the F value for gender (0.01) individually was not significant at.0.05

level. Therefore it was found that there was no significant influence of main effect

namely gender on home environment of secondary school students. That is, home

environment was independent of gender of secondary School students. And the F value

individually for management and medium of instruction were significant at 0.01 level.

Therefore it is found that, there was a significant influence of main effects namely

management and medium of instruction on home environment of secondary school

students.

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33. The interaction effects between gender and management of school and gender and

medium of instruction were not significant at 0.05 level. Whereas the interaction

between management and medium of instruction was significant at 0.01 level and

interaction between gender, management and medium of instruction was significant at

0.05 level. That is, the gender and management; and gender and medium of instruction

at individual level were independent with respect to home environment of students

secondary schools. Therefore it was found that there was no significant impact of

interaction effects of gender and management; and gender and medium of instruction on

home environment of secondary school students. And there was a significant impact of

interaction effects of management and medium of instruction on home environment of

secondary school students. Similarly it was also found that there was significant impact

of interaction effects of gender, management of school and medium of interaction on the

home environment of students in secondary schools.

34. It is observed that the F value for gender individually was significant at.0.01 level.

Therefore it was found that there was a significant influence of main effect namely

gender on study habits of secondary school students. The F value individually for

management of school and medium of instruction were not significant at 0.05 level.

Therefore it was found that there was no significant influence of main effects namely

management and medium of instruction on study habits of secondary school students.

That is the study habits of secondary school students were independent of management

and medium of instruction individually.

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of instruction and gender, management and medium of instruction were not significant at

0.05 level. Whereas the interaction between management and medium of instruction was

significant at 0.01 level. That is the gender and management; gender and medium of

instruction; and gender, management and medium of instruction were independent with

respect to study habits of students in secondary schools. Therefore it was found there

was no significant impact of interaction effects of gender and management; gender and

medium of instruction; and gender, management and medium of instruction on study

habits of secondary school students.. And also that there was significant impact of

interaction effects of management and medium of instruction on home environment of

secondary school students. That is there was influence of gender individually and there

was influence of interaction of management and medium of interaction on study habits

of secondary school students.

Regressions

36. From the linear regression it was found that the coefficient of determination (R square)

was 0.09 indicating that about 8.9% of the variation in the academic achievement

explained by achievement motivation. R became significant as F value was significant at

0.01 level. The regression equation appeared very useful for making predictions. The

regression equation for the relation between academic achievement and achievement

motivation of secondary school students was obtained as

AA = 34.35 + 1.59 AM

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was 0.04 indicating that about 4% of the variation in the academic achievement

explained by home environment. The regression equation appeared very useful for

making predictions. The regression equation for the relation between academic

achievement and home environment of secondary school students was obtained as

AA = 439.30 - 0.77 HE


was 0.05 indicating that about 5% of the variation in the academic achievement is

explained by study habits. The regression equation appeared very useful for making

predictions. The regression equation for the relation between academic achievement and

study habits of secondary school students was obtained as

AA = 96.55 + 2.87 SH

39. From the multiple linear regressions it was found that the coefficient of determination (R

square) was 0.17 indicating that about 16.50% of the variation in the academic

achievement was explained by achievement motivation. The regression equation

appeared very useful for making predictions. 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 was obtained as

AA = 194.14 + 1.44 AM - 1.05 HE + 1.73 SH

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5.14 Conclusions:

Based on the major findings of the study the following conclusions are drawn.

1. Achievement motivation has influence on academic achievement of IX class students.

2. Home environment has no influence on academic achievement of the students.

3. Study habits have influence on academic achievement of the students.

4. Girls are better than boys in their academic achievement.

5. Significant difference is there between boys and girls in academic achievement, and

study habits. Whereas there is no significant difference in the mean scores of boys and

girls in achievement motivation and home environment.

6. Private school students are better than Government school students in their academic

achievement.

7. There is a significant difference between Government and Private school students in

academic achievement and home environment. Whereas there is significant difference

between Government and Private school students in achievement motivation and study

habits.

8. English medium students are better than Telugu medium students in their academic

achievement.

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9. Significant difference is there between English and Telugu medium students in academic

achievement and home environment. Whereas there is no significant difference between

English and Telugu medium students in achievement motivation and study habits.

10. The correlations among the variables revealed academic achievement was positively

related with achievement motivation and study habits. Whereas it was negatively related

with home environment.It is because the majority of dimentions of home envronment

have significatly negative correlation with academic achievment. The dimensions of

home environment such as protectiveness, conformity and reward have positive

correlation with academic achievement of secondary school students. Where as control,

social isolation, deprivation of privilages and rejection have negative correlation. The

independent variables were also related to each other positively.

9. The study revealed that the achievement motivation of boys and girls studying in English

and Telugu medium schools managed by government and private organizations has

significant influence on their academic achievement.

10. There was no significant influence of home environment of boys and girls studying in

English and Telugu medium secondary schools managed by government and private

sectors.

11. The study revealed that the study habits of boys and girls studying in English and Telugu

medium schools managed by government and private organizations has significant

influence on their academic achievement.

12. The results of analysis of variance of 2x2x2 factorial design for academic achievement

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revealed that gender, management of School and medium of instruction were significant.

The results of factorial design revealed that there was no significant impact of

interaction effects of gender and type of management of school, gender and medium of

instruction on academic achievement of secondary school students. However, it was

found that there is significant impact of interaction effects of management and medium

of interaction on the academic achievement of students in secondary schools. It was also

found that there is no significant impact of interaction effects of gender, type of

management and medium on academic achievement of students.


of instruction and gender, management and medium of instruction with achievement

motivation were not significant, whereas the interaction effect between management and

medium of instruction was significant.

14. There was no significant impact of the interaction effects of gender and management;

and gender and medium of instruction on home environment of students. However, there

was significant impact of interaction effects of management and medium of instruction;

and gender, management and medium of interaction on home environment of students in

secondary schools.

15. There was no significant impact of interaction effects of gender and management; gender

and medium of instruction; and gender, management and medium of instruction on

study habits of secondary school students. Finally, there was influence of gender

individually and there was influence of interaction of management and medium of

interaction on study habits of secondary school students.

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16. The regression equations revealed that the achievement motivation, home environment

and study habits were useful predictors of academic achievement.

5.15 Educational implications

Any educational research is worthwhile if the results produce fruitful educational

implications. As the secondary level is the base for future planing of the students the major

findings and conclusions drawn from the present study reveal certain important implications

which are meaningful for the parents, teachers and educational policy makers.

1. The study reveals that achievement motivation influences the academic achievement of

the secondary school students. Hence the parents and the teachers should focus to

develop achievement motivation among the secondary students.

2. The parents and teachers should motivate the students and should create interest among

them to have better achievement motivation. By implementing this the academic

achievement of the students could be enhanced.

3. The curriculum planners and the educational policy makers should incorporate the

necessary concepts to promote achievement motivation at secondary level.

4. The dimensions of home environment such as protectiveness, conformity and reward

have positive correlation with academic achievement of secondary school students.

Where as control, social isolation, deprivation of privilages and rejection have negative

correlation. Hence the parents should be aware of suitable raring practices.

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5. Educational policy makers and the schools should render the awareness programmes to

parents to create good home environment to their children and to enhance their academic

achievement.

6. The results of the investigation reveals that the study habits of secondary school students

influence their academic achievement. Hence, the parents, the teachers, educational

administrators and the educational policy makers should provide opportunities to

improve their study habits.

7. The study reveals that gender has influence on academic achievement of secondary

school students. Girls are better than boys in academic achievement, achievement

motivation and study habits. Hence the parents, the teachers and policy makers should

focus on boys education at secondary level.

8. The study reveals that the students studying in private schools are better than the

students studying in government schools in academic achievement. Hence the teachers

and the policy makers should take measures to improve the academic environment in

government schools.

9. The results reveals that the students studying in English medium schools are better than

the students studying in Telugu medium schools in their academic achievement. Hence

the teachers and the policy makers should focus on improving the academic environment

in Telugu medium schools.

10. The reggression analysis of the study reveals that achievement motivation, home

environment and study habits altogether influence the academic achievement only upto

168

16.5% . The remaining 83.5% might be influenced by other psychological and socio-

demographic factors, like intelligence, selfconcept, emotional maturity, socio-economic

status etc., Hence it is reccomended to focus on these factors also.

5.16 Suggestions for further Research

The following suggestions are recommended for further research.

1. The present study is confined only to secondary school students. A similar study may be

conducted on higher secondary school students and graduate students.

2. The present study is confined to only Hyderabad district. A similar investigation may

also be conducted in other districts of Andhra Pradesh.

3. The present study is purely a quantitative research. It can be studied by applying

qualitative research techniques.

4. The study may be undertaken to find the factors responsible for poor achievement

motivation, poor home environment and poor study habits among secondary school

students.

5. A similar study may be conducted on children with special needs.

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