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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Introduction

The Previous chapter dealts with brief introduction, Descriptions of the variables namely

Attitude, Aptitude, Motivation and Academic Achievement, Need and Importance of the study,

Objectives and Scope of the study, Limitations of the study.

In this chapter a brief review of related literature was described related to the variables

like Attitude, Aptitude, Motivation and Academic Achievement.

A review of related literature is an essential aspect of investigation. The term “review”

means revision or “glance over” or “refer back on”. It implies locating, studying and evaluating

the reports of relevant researches, study of published articles, research abstracts as well as reports

of casual observation and opinion that are related to the individuals‟ planned research project

(Agarwal, 1998). According to Mouly, “the review of related literature promotes a greater

understanding of the problem and it is crucial aspects and ensures the avoidance of unnecessary

duplication.” As John W Best (1986) pointed out, “review of related literature is a valuable guide

in defining the problem, recognizing its significance, suggesting data gathering devices,

appropriate study design and sources of data.

The survey of related studies serves multiple purposes. It helps the research investigator

to acquaint with correct knowledge in the area of research. It furnishes the tried methods,

techniques, priorities and importance about the similar related past studies and to help in the

formation of hypotheses for the new study. By studying the works of other research

investigators, one can avoid futile and irrelevant topics, vain efforts and ineffective approaches

already discarded by his/her predecessor. So the research investigator has attempted to collect

relevant information related to the work from literature available in the field.

2.2 Importance of Review of Related Literature

Review of related literature provides valuable guidance in order to comprehend the problem

holistically and the extent of advancement in research field on the topic. It envisages and

explores the innovative insight for appropriate methodology and research design. The review of

related literature usually encompasses the following functions.

Gives conceptual frame of reference for the contemplated research.

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It also helps in understanding of the status of research in the problem area.

Provides sufficient insight to the research approach method instrumentation and data

analysis.

Evaluate the probability of success of the contemplated research and the significance or

usefulness of the findings.

Guides specific information needed to state the definitions, assumptions, limitations and

hypothesis of the research.

The review of related literature involves the systematic identification, location and

analysis of documents containing information related to the research problem. The review tells

the researcher “what has been done and needs to be done”.

The present chapter deals with review of literature related to the English learning

Attitude, English language Aptitude, English language Motivation and Academic Achievement

in English subject and many other related aspects as per the objectives of the study.

2.3 Source of Information

The research investigator, for this study, went through the journals, unpublished theses,

books, research abstracts, etc. and browsed different websites.

2.4 Classification of the Literature Reviewed in the Present Study

The literature reviewed is presented into four categories such as:

2.4.1 Studies related to attitude towards English language learning

2.4.2 Studies related to Aptitude towards English language

2.4.3 Studies related to English Learning Motivation

2.4.4 Studies related to Academic Achievement

2.4.1 Studies Related to Attitude towards English Language

Vyas and Patel (2012) undertook “A study on the impact of Area on the undergraduate

learners‟ attitudes towards the English language”. In this study the authors discuss the impact of

Area on the undergraduate learners‟ attitudes towards the English language as regards to the

situation of ELT in India. The sample includes 604 students including 16 Arts colleges, affiliated

to the Gujarat University, situated in urban as well as rural areas. A random sampling was

adopted to elicit the data.

ANOVA and „t‟ test were used to measure the significant difference between or among

the groups of learners under study by using SPSS software. The learners from both urban and

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rural areas possess the similar attitudes towards the English Language. There is no significant

difference between the groups of respondents from urban and rural areas in terms of their

attitudes towards the English Language.

Dange (2011) studied “Effectiveness of Peer-Tutoring on English Language

Achievement and Nurturing Effects”. In the study the author find out the relative effectiveness of

peer tutoring and conventional method of teaching in English language teaching and the

influence of peer-tutoring on high school students following nurturing effects: self-esteem, team-

spirit, communication skill, social interaction, and confidence, positive inter dependence, greater

involvement. A pre-test post-test parallel group experimental design was applied. The Simple

random sampling technique was used to select experimental and control groups of students

studying in IX standard in the Millath high school, Shimoga City, Karnataka State. India. The

researcher selected a sample of 50 students and divided them into two parallel equated groups,

through “Raven‟s Progressive Matrices Test of General Intelligence” (Raben, 1988). One of the

groups was assigned to be the experimental group and the other was the control group. Each

group had 25 students. The tools used for the collection of data in order to verify the hypotheses

are pre-test in English (Achievement test), Raven‟s Progressive Matrices of General Intelligence

Test, Post-test in English (Achievement test), and Observation Schedule. Pre-test was

administered to both the groups, scoring was done according to the key answers. The

experimental group was taught through the peer-tutoring method, mean-while the teachers were

asked to observe the experimental group‟s (peer tutoring) nurturing effects by using an

observation schedule and put the tick mark in the relevant column. The post-test was

administered to both the groups, scoring was done according to the key answers and scores were

tabulated. The statistical technique used for the analysis of data was„t‟ test (test of significance)

for finding out the effectiveness of peer-tutoring method of instruction. 1. There was no

significant difference between the mean of scores of the pre-test of the experimental and control

group. 2. There was a significant difference between the mean scores of the post-test in English

of the experimental and the control group. 3. There was significant difference between the mean

scores of the pre-test and the post-test in English of the experimental group. 4. There was no

significant difference between the mean scores of the pre-test and the post-test in English of the

control group.

Ajith Jaya (2009) undertook “A study on the teaching and learning of English as a

second language at the degree level in the arts and science colleges affiliated to MS University,

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Tirunelveli”. Keeping in view of the study the researcher was set the objectives as to study the

English language teachers‟ opinion about the teaching and learning of English as a second

language at the degree level. To find out the level of perception of teachers towards ESL

curriculum with regard to aims and objectives, curriculum, method of teaching, acquaintance

with A.V.Aids, classroom activities, teacher‟s views on evaluation, teacher‟s difficulty,

professional development, self-assessment and curricular support for teachers and assessment of

teachers about students and to study the opinion of the first degree students regarding the

teaching and learning of English as a second language. A survey was conducted by administering

questionnaire to both ESL teachers and students. The data were collected from 925

undergraduate students and 81 English language teachers of 15 Arts and Science colleges

affiliated to M.S. University. The questionnaire aimed at eliciting responses regarding the ESL

curriculum meant for the under graduate students. The investigator has used the statistical

techniques such as percentage analysis, „t‟ – test, ANOVA and correlation analysis. The major

findings of the study were: 1. regarding the speciality of the ESL curriculum, 35.80 % of the

teachers say that it promotes creativity and critical thinking. About 34.57 % of the teachers say

that it suits only for high achievers and 34.57 % of the teachers also say that it suits only average

achievers. 30.86 % of the teachers say that it suits all categories of learners. 2. The perception of

teachers teaching English in arts and science colleges affiliated to M.S.University towards ESL

curriculum with respect to aims and objectives, curriculum, method of teaching, acquaintance

with A.V.Aids, classroom activities, teacher‟s views on evaluation, teacher‟s difficulty,

professional development, self-assessment and curricular support for teachers and assessment of

teachers about students is moderate. 3. About 52.24 % of the students feel that at the end of the

course they will be able to communicate confidently in English. About 76.97 % of the students

claim that at the end of the course they will be able to write competitive examinations in English.

Mamun (2008) studied “Students Attitude towards Using Computer for Language

learning- A Survey”. The objectives of the study were to find out the students attitude towards

necessity of developing communicative skills especially writing skills and to find out the attitude

of students towards using the computer in teaching and learning English in and outside the

classroom. The researcher distributed 247 survey questionnaires to students randomly to study

the attitude of students. The study reveals that 98% of the students think that there is a need for

the English language learning in their technical course. 86% of them like to devote some extra

time for learning English. 71% of them think that for technical education, lack of proficiency in

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English is a disadvantage. 88% of the students like learning English through computer. 93% of

the students agree or strongly agree that computer gives them more chance to practice English.

47% students have positive attitude that they can learn English faster by using computers.

Narayanan et al., (2008) examined “Factors affecting English learning among

engineering and technology students”. The specific objective of the study was to find out

whether motivation factors, attitude factors, language anxiety factors affect the learning of

English among engineering and technology students with respect to their gender. The researchers

have taken 408 (138 female and 270 male) first year engineering and technology students with

various mother tongues such as Malayalam, Tamil, Telugu, Hindi and Bengali from five

engineering colleges in and around Chennai, as the subjects for the study. Three questionnaires

(motivation questionnaire, attitude questionnaire and language anxiety questionnaire) had been

administered and random sampling method was followed for collecting data. The raw data were

analyzed manually as well as by using SPSS and Microsoft Excel 2002. The major findings of

the study revealed that 1. Male students have less motivation to learn English language than

female. 2. Female students have less negative attitude toward English language learning than

male students. 3. Male students have high language anxiety than female students.

Soundiraraj (2006) studied “Attitude of Learners towards Teaching of Grammar at the

Tertiary Level”. In the study conducted by the Soundiraraj towards teaching of grammar and the

objectives formulated to study the attitude of learners (B. E. Students) towards teaching of

grammar. To study the needs of the learners regarding teaching of grammar.To provide

suggestions to improve teaching of grammar. A total sample of 75 B. E. students of Anna

University was selected for the study. A questionnaire was employed to collect the data. Simple

percentage analysis was done to assess the attitude of the learners. In addition to the

questionnaire device, informal interview with these selected learners were also held for the

study. The findings of the study were: (i) Students are not aware of the importance of grammar.

(ii) Grammar lessons are not found interesting. (iii) The error correction hurts the ego of the

students. (iv) Teachers should teach grammar as part of their lesson. (v) Use of technology is

essential in grammar class. (vi)Teacher should use the particular language item and its relevance

in communication.

Verma (2005) studied “Learner‟s Attitude and its Impact on Language Learning”. The

investigator had found out learners‟ motivational level, anxiety level, their involvement in a

language learning class, their confidence level, their perception about the language classroom

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and language teacher and their perception about the curriculum. Above study includes 350

students pursuing different professional courses in different English medium universities in Uttar

Pradesh, India. All of them want an informal class with formal real life activities such as mock

interviews and seminars. Findings of the study show that, 94% of B.B.A students put

communication skills on priority and they prefer to study communication strategies in business.

72% of students give priority to spoken English as they need to carry out their business

assignments with different people. 90% of students prefer communication skills. 3. In BCA, 98%

students prefer technical knowledge over English language or communication skills. 2% were

not able to give their specific opinion.

Walker et al., (2004) studied “Teacher attitude towards English Language Learners in

the Main Stream Classroom”. Objectives of the study were (i) To explore the nature of main

stream teacher attitudes towards ELLs. (ii) To find out the factors that contributes to teacher

attitudes. (iii) To find out how these attitudes vary by community context. Mixed method

research design was used for that study, utilizing both quantitative and qualitative methods.

Survey method was used for the study. A result of the study say that, The low incidence

teachers‟ attitudes regarding English language learners are in some regards more positive than

those found in rapid influx and migrant serving schools. Many teachers pointed out lack of

training, lack of time, negative attitude of administrator, responsibility of the learner,

Ethnocentric bias (racism and prejudice) as the factors that contribute their attitude towards

ELLs.

Hari Padma Rani (2003) studied “The Pedagogical Scenario of English at the Post-

Graduate Level in Andhra Pradesh”. For the investigation the investigator formulated the

findings as (i) To study about the objectives of teaching English. (ii)

To study about the needs of the learner. (iii) To study about the compatibility between the

objectives of the students and those of the teachers. And (iv) To study about the existing

evaluation practices.

A survey was conducted covering five universities in Andhra Pradesh in order to know

the views of teachers and students about the M.A courses in English. Further the researcher has

found the results indicated that 1. The objectives/needs of the students who opt for M.A. after

their graduation are very different from what the course actually offer them. 2. There seems to be

little compatibility between the objectives of the students and those of the teachers. 3. The

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absence of explicitly stated objectives renders the existing evaluation process meaningless. 4.

Teaching literary text renders the whole teaching enterprise a self-defeating one.

Some Abroad Studies Related To Attitude towards English Language

Yoko Johnson (2012) studied “Attitudes towards EFL Learning and Extensive Reading

of Japanese Engineering Students”. Researcher has described Japanese engineering students‟

attitudes towards EFL learning. Data for this study were derived from two different sources, a

questionnaire with open-ended items, and reading journals. The questionnaire asked students

across proficiency levels about their preferences and attitudes in English learning, while the

reading journals traced intermediate learners‟ weekly reactions to out-of-class extensive reading

assignments. The sample consisted of 168 second-year undergraduate engineering students. The

findings of the study were: 1. The ratio of students who like English and their reasons differ

according to their proficiency levels. Students who are either in the advanced classes or those

who like English in the beginner and intermediate classes wish to develop oral communication

skills (that is., speaking and listening), whereas those who dislike English in the lower classes

have a greater desire to improve their receptive skills (that is., reading and listening) and

vocabulary. 2. Even though the majority of students said they didn‟t like English at the beginning

of the semester, most of them responded positively towards extensive reading after twelve weeks

of out-of-class extensive reading assignments.

Jabeen et al., (2011) undertook “An Attitudinal Study of Pakistani English”. The

investigators have set the specific objective to explore the nature of Pakistanis‟ attitude towards

English language. The sample includes100 students and were

randomly selected from schools, colleges and universities. They all belonged to District

Faisalabad. 40 % respondents favour the use of English in all contexts and domains such as

family, friends, educational institutions and offices. While the rest of the 60 % respondents do

not like the widespread use of English. They are forced to accept it as a necessary evil.

Jenset (2011) studied “Student attitude towards teaching English with technology”. The

study investigated the attitudes among student-teachers towards using electronic resources in

teaching. The data was collected by means of a questionnaire and analyzed statistically. The

study concluded that there is no significant difference in their attitude towards teaching English

with technology.

Ghazaleh, and Hijazi (2011) studied “Jordanian Graduate and Under Graduate Students‟

Attitudes towards English”. The specific objective of the study is to find out the attitudes of

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Jordanian university students towards learning English and the English language. A sample of

200 graduates and under graduate Jordanian university students studying English as a foreign

language (EFL) served as the respondents to a five point Likert Scale questionnaire which

included three domains: (1) attitude towards English, (2) attitude towards learning English and

(3) purposes of learning English. There is a definite degree of positiveness towards English and

learning it. Gender has no effect on EFL students‟ attitudes.

Soku et al., (2011) studied “Students‟ Attitudes towards the Study of English and French

in a Private University Setting in Ghana”. The objective of the study is to find out whether there

is any significant difference between the attitude of male and female, young students and the

aged, students in Level 100 and Level 200 and Francophone and Anglophone students towards

the study of English, and French. A sample of 130 students from level 100 and level 200

participated in the study on the basis of stratified random sampling. Survey method was adopted

for data collection. Mean and Standard Deviations as well as Analysis of Variance (ANOVA)

were used as analytical methods for the study. The major finding of the study was gender had a

significant effect on students‟ attitudes to the study of English; whereas gender had no significant

effect on students‟ attitudes to the study of French, thus no significant difference exists between

males and females in their attitudes to French.

Akande and Salami (2010) studied “Use and Attitudes towards Nigerian Pidgin English

(NPE) among Nigerian University Students”. The specific objective was to find out the degree of

NPE usage among the Nigerian University Students on account of student‟s attitudes. The

researcher made use of the interview-questionnaire approach to elicit the attitude toward NPE.

100 subjects from two universities (University of Lagos, University of Benin) served as sample.

Purposive sampling was followed. The instrument used for this study is a structured

questionnaire which contains 16 items focusing on use as well as the attitude towards NPE. The

major findings of the study were 1. University of Benin students use NPE more than University

of Lagos students. 2. University of Benin students‟ attitude toward the availability of books and

magazine in NPE is more positive than University of Lagos students. 3. University of Benin

students have positive attitude to the adoption of NPE as a medium of instruction in primary

school. 4. University of Lagos students use more of NPE only in social gatherings while

University of Benin students use it more in everywhere. 5. University of Benin students‟ attitude

toward NPE in terms of the general public is more favorable than that of Unilag students‟

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attitude. 6. The attitude of University of Benin‟s students towards NPE is more favorable than

the attitude of University of Lagos students.

Yang Yu (2010) studied “Attitudes of Learners toward English: A Case of Chinese

College Students”. The researcher adopted the objective to investigate attitudes of Chinese

college students toward the English language and toward the current English education policies

and practices in China. The study found that Chinese college students have positive attitudes

toward the English language and "China English. The students acknowledged that the Chinese

government has attached much importance to English education.

Atef Al-Tamimi and Munir Shuib (2009) studied the “Motivation and Attitudes

towards Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout

University of Sciences and Technology, Yemen”. The objectives are:To determine which of the

3 types of motivation (instrumental, integrative and personal) could be the primary source of

petroleum engineering students‟ motivation towards learning the English language. To determine

the type of attitude that petroleum engineering students have towards learning the English

language. The study sample consisted of 81 third, fourth and fifth year petroleum engineering

students at Hadhramout University of Sciences and Technology, Yemen. The quantitative and

qualitative data was collected. The quantitative data of the questionnaires were analyzed by using

SPSS. Findings of the study were 1. The instrumental motivation comes as the first source,

personal motives come as the second source and integrative type of motives comes as the third

source of motivation to learn English. 2. 97.5% like to attend more English language training

courses to improve their language proficiency. 3. The students have positive attitude towards the

use of English in the Yemeni social, educational and cultural context.

Nazary (2008) studied “The Role of L1 in L2 Acquisition: Attitudes of Iranian

University Students”. The researcher has find out the attitude of Iranian EFL University students,

toward the L1 use in their classroom and examine the relationship between the learners‟

language proficiency level and their attitudes. 85 EFL students studying English at Tehran

University from various majors with variety of proficiency level constitute sample for this study.

Survey method is followed. The questionnaire has two parts. Part-I, includes demographic

information, Part-II includes 16 items on a Likert-scale to define students‟ attitude. After the

process of data collection, each group‟s (elementary, intermediate, advanced level of language

proficiency) data were analyzed. The study resulted that 81% of advanced level students, 68% of

elementary and intermediate level believe that the teacher should know the student‟s mother

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tongue. Iranian university students are reluctant to use their mother tongue in English language

situations and reject it strongly for the sake of better exposure to L2.

Joanna (2006) studied “Attitudes and Motivation and their Impact on the Performance of

Young English as a Foreign Language (EFL) Learners”. The objective of the study (i) To find

out whether there is an impact of attitude and motivation on the performance of young EFL

learners in listening and speaking. Questionnaire-1 seeking information on the qualifications of

primary teachers of English in Cyprus, and their attitude towards teaching English as a foreign

language was distributed to 187 teachers from 304 schools all over Cyprus. Questionnaire-2

seeking information on the attitude of children taught by the teachers that have been selected in

accordance with the first questionnaire, towards the English language was distributed to 250

children. Listening test and speaking test were also implemented on the same day. All the data

gathered through tests and questionnaires were logged in a SPSS file. One way ANOVA analysis

was carried out. Study resulted that 1. There is a relationship between motivation and attitude on

the performance of young EFL learners in listening and speaking. 2. Motivated children with

positive attitudes towards the language (English), enjoy being in the classroom and feel that what

they learn will be useful for them in their life.

Sadigh and Zarafshan (2006) examined the “Effects of Attitude and Motivation on the

Use of Language Learning Strategies by Iranian EFL University Students”. The main objective

was to explore the effects of attitude and motivation on the use of language learning strategies by

Iranian EFL students. The sample of study consisted of 126 undergraduate university students, of

Shiraz Islamic Azad University. Likert The data were gathered through administration of a 50

item,-type questionnaire with 5-point scale responses. The gathered data were subjected to a

3way ANOVA to see whether motivation types, attitude and years of study had any effects on

the choice of language learning strategies by the subjects. Iranian EFL university students‟ use

of LLSs was proved to be influenced by their attitude. Learners who had positive attitude used

these strategies more frequently than those with negative attitude. Seniors showed greater use

than freshmen. Motivation was not found to have a significant effect on LLSs. Years of study,

affect LLSs significantly. Seniors showed greater.

Arani (2004) studied “Attitude of medical students of Kashan University, Iran, towards

learning English”. The investigator had identified the students' attitudes towards learning English

as a school subject that is prior entering the university. The research sample consisted of 45

medical students who enrolled in the first and second year of study. To collect the data, different

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types of questionnaires were administered to the sample at the beginning, in the middle and at

the end of the English for Medical Purposes (EMP) courses. Finding reveals that the most of the

subjects had positive attitudes towards both learning English and the English language teacher.

William Littlewood (2001) studied “Students' Attitudes to Classroom English Learning:

a Cross-Cultural Study”. In is study the author find out that in recent years researchers have

developed a range of perspectives for conceptualizing the influences of culture on thinking and

behaving. It was found that most students in all countries question the traditional authority-

based, transmission mode of learning.

2.4.2 Studies Related to Aptitude towards English Language

Jain (1992) conducted “A Study of Creativity in Relation to the Teaching Aptitude,

Skills and Personality Variables of Pupil Teachers”. This study attempts to make a detailed

inquiry of the factors such as pupil teacher‟s creativity and its relation to their teaching aptitude,

teaching skills and personality variables that may reveal useful and new facts which may have a

direct influence on the reachability of creativity. Two hundred and eighty pupil teachers from

two colleges, that is University College of Education, Nagpur, and P P College of Education,

Gondia, formed the sample of the study. The tools used were Torrance Tests of Creative

Thinking (Verbal form A) by E. P. Torrance, Classroom Creativity Observation Schedule by

Denny, Cattell‟s Sixteen Personality Factors Questionnaire, Teaching Aptitude Test by Prakash

and Srivastava, Microteaching Techniques and Observation Schedule prepared by the researcher.

Mean, SD, coefficient of correlation and „t‟ test were used for the purpose of analysis of data.

Positive and highly significant correlation was found between creativity and classroom

creativity, teaching aptitude, and teaching skills. Out of the sixteen personality factors, positive

and highly significant relationship was found with factors C, G and Q1 and low but positive

correlation was found with factor E. Positive and highly significant relationship was found

between factor Q1 and classroom activity. Low but positive and significant relationship was

found between teachers classroom activity and teaching aptitude. There existed mean differences

in the case of all the teaching skills of high and low groups and pupil-teachers (formed on the

basis of classroom activity), but these were not statistically significant.

Srivastava and Veena (1992) conducted “A Study of Creativity among Higher

Secondary Students in Relation to Scientific Aptitude and Attitude towards Science”.A study is

an attempt to investigate creativity in relation to scientific aptitude and attitude towards science.

The sample of the study comprised 1,200 students covering 600 boys and 600 girls who were

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drawn from higher secondary classes of Agra City. Creativity test by Chauhan and Tiwari,

Scientific Aptitude Test Battery by K.K. Agarwal, Samoohik Mansik Yogyata Pariksha by

Tandon, and Scientific Attitude Scale by A. Grewal, were the tools used in the study. The data

were analysed statistically using mean, SD and CR. The science students of higher secondary

classes having more scientific aptitude were more creative than those having less scientific

aptitude. In the field of creativity, the boys having favorable attitude towards science were

slightly better than those having unfavorable attitude towards science whereas the girls with

favorable and unfavorable attitude towards science did not differ. The girls were more creative

than boys. The boys had more scientific aptitude than the girls. The girls had more favorable

attitude towards science than the boys.

Reddy (1991) conducted “A Study on Teaching Aptitudes and Attitudes of Secondary

School Teachers in Andhra Pradesh”. The present study tries to assess the teaching aptitudes and

attitudes of secondary school teachers in Andhra Pradesh in relation to their sex, age, faculty and

category. The researcher has test whether sex, age, faculty and category of teachers have any

influence on their teaching aptitude and attitude. In the study, 332 student teachers of the B.Ed.

regular course for the year 1989-90 admitted in colleges of education affiliated to the Kakatiya

University, Warangal, were taken as the main sample. A sub-sample of 80 experienced

secondary school teachers (School Assts.) with a service of more than 10 years was selected

from government, private (aided) and Zilla Prajaparishad secondary schools of V Zone of A.P.

The tools used included the Thematic Apperception Test (TAT) and the Teaching Aptitude

Inventory. Mean, median, SD, skewness, kurtosis,„t‟ ratios, product-moment coefficient of

correlation and chi-square test were computed to analyse the data. The female respondents

performed relatively better in the Teaching Aptitude Test. Age and faculty did not influence the

performance on TAT. Experienced teachers and teacher awardees exhibited a statistically

significant superior performance over student-teachers.

Rao (1990) conducted “A Comparative Study of Scientific Attitude, Scientific Aptitude

and Achievement in Biology at Secondary Schools Level”. It is an attempt to compare scientific

attitude, scientific aptitude and achievement in biology at the secondary school level. The sample

of the study comprised 600 pupils studying in Class IX, who were selected through stratified

sampling method. The tools used in the study included Scientific Attitude Scale of Sood and

Sandhya, and Kerala University Science Aptitude Test of Nair, et al. The statistical techniques

used in this study were mean, SD, „t‟ test, critical ratio and correlation. It was observed that the

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scientific attitude in secondary school pupils was average. There was no influence of sex on

scientific attitude. But the pupils studying in private schools, rural schools, English medium

schools, and residential schools held relatively better scientific attitudes than their counterparts.

The scientific aptitude in secondary school pupils was also average. The pupils of private

schools, urban schools held a bit more scientific aptitude. The achievement in biology was

average. The rural schools, government schools, English medium schools and residential

schools were better in achievement. There was a highly significant and positive association

among scientific attitude, scientific aptitude and biology achievement.

Khatoon and Fareeda (1988) conducted “A Study of Mathematical Aptitude among

Boys and Girls and its Relationship with Interests and Vocational Preferences at the Secondary

School Level”.The study attempts to identify mathematical aptitude among boys and girls and its

relationship with interests and vocational preferences at the secondary school level. A stratified

random sample of 600 boys and 600 girls of Class X of 15 English-medium recognized high

schools in the twin cities of Hyderabad and Secunderabad was taken. The tools used to collect

data included an Interest Inventory and an Aptitude Test in mathematics. The collected data were

treated with mean, SD,„t‟ test and „F‟ test. The achievement of boys in mathematics was found to

be somewhat superior than that the girls (based on the marks obtained in mathematics at the

Class X annual examination). There was no significant difference in the aptitude for mathematics

between boys and girls. Interests and job preferences tended to be influenced by environmental

factors like the occupation of the father. Boys showed more interest in mathematics and subjects

related to mathematics as compared to girls. There was no significant difference between the

aptitude for mathematics and age-levels at Class X stage. The boys and girls of educationally

well-placed parents had a different educational set of interests. There was no significant

difference between the income per month of the families, from all sources, and aptitude for

mathematics. There was no significant difference in the aptitude for mathematics between

students belonging to different religions.

More (1988) conducted “A Study of the Relationship between Personality, Aptitude for

Teaching and Effectiveness of Secondary Teachers”.It is an attempt to find out the standard of

in-service teachers by evaluating the relationship between the teaching effectiveness, the

teaching aptitude and the personality of the teachers, and to find the extent of reliability of the

statements made in all quarters that there is a dearth of qualified teachers and that even after 40

years of Independence, there is no change in the criteria for admissions to B.Ed. colleges thereby

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resulting in poor output. The sample comprised 500 male and female teachers taken from

secondary schools in Nagpur, Wardha, Bhandara, and Gadchiroli Districts, through purposive

sampling. The tools used were Cattells 16-Personality Factors Questionnaire (Hindi Version of

S.D. Kapoor), the Teaching Aptitude Test (TAT) a Jaiprakash and Shrivastava and the Teacher

Effectiveness Scale of Pramod Kumar Mutha. The collected data were treated using quantitative

techniques. Out of the 16 personality factors, only six factors were found to be positively

correlated with teaching effectiveness, of which intelligence was the most important. The total

personality of a teacher was found to be affecting his teaching. There was a significant difference

in the male and female teachers as regards the factors. E, F, H, and M.

Shrivastava and Madhulika (1988) undertook “An Investigation into the Scientific

Aptitude of Higher Secondary Science Students in Relation to their Cognitive Style”.The present

study is designed to assess the scientific aptitude of the students in relation to the cognitive style

of those who want to execute their studies in the field of science. The sample of the study

comprised 500 students, covering 250 boys and 250 girls, who were randomly drawn from

higher secondary schools. The tools used in the study included Scientific Aptitude Test by

Agrawal, a test of General Mental Ability by Joshi, Hindi adaptation, and Dogmatism Scale by

Hasan, based on the „D‟ form of the original Rokeach‟s scale. The descriptive and inferential

statistics were used in the present study. Major Findings of the study are: (1) The male students

were better than female students in the area of scientific aptitude as significant difference was

found between both the groups. (2) Both the groups of boys and girls were of high scientific

aptitude and had insignificant difference on dogmatism. (3) The male and female students of low

scientific aptitude had significant difference on dogmatism.

Some Abroad Studies Related To Aptitude towards English Language

Clément and Kruidenier (2014) studied “Aptitude, Attitude and Motivation in Second

Language Proficiency: Data pertaining to attitudes, aptitude, motivation and second language

proficiency were collected from 1,180 francophone students enrolled in grades 7, 9 and 11 in

schools of eastern Québec (Canada). The results of the analysis using the LISREL V computer

package support the hypothetical constructs and causal sequence posited by Clément.

Furthermore, the generality of the model is supported by the cross-grade replicability of the

obtained statistical solution. Finally, additional causal links and correlations obtained through

refinement of the model suggest avenues for future study. These results are discussed within the

context of current social psychological models of second language proficiency.

15

Ángel Osle Ezquerra (London, UK) (2013) studied “Non-Native Speech Intelligibility

of English Learners of Spanish: the Impact of Gender, Aptitude and Motivation”.This study

offers an assessment of the non-native speech intelligibility of a group of English learners of

Spanish in connected speech. Sixty evaluators, native speakers of Peninsular Spanish, transcribed

different speech samples belonging to a group of 20 English learners of Spanish. The Spanish

version of the Harvard Psychoacoustic Sentences served to elicit the different speech samples.

Correlation analyses, using Pearson r, as well as the t-test, served to examine the relationship

between three variables (gender, aptitude and motivation) and students‟ intelligibility scores.

Aptitude was measured through an oral mimicry task and a working memory capacity battery of

tests, while a motivation questionnaire was used to study participants‟ degree of motivation

towards pronunciation accuracy. Results revealed that both aptitude and motivation were

moderately correlated with intelligibility scores, while gender did not seem to exert any influence

on degree of speech intelligibility.

Wendy Baker Smemoe*and Naomi Haslam(2012) studied “The Effect of Language

Learning Aptitude, Strategy Use and Learning Context on L2 Pronunciation Learning”.This

study examined whether learning context (ESL versus EFL) and language learning aptitude (high

versus low) affected the use of second-language pronunciation strategies and pronunciation

achievement. Results indicated that neither types of learning strategies nor degree of language

gains differed over EFL and ESL contexts.

The findings for this study suggest that learning context plays a limited role in strategy

use and that aptitude affects pronunciation accuracy and pronunciation strategies affect

comprehensibility. Thus, strategy and aptitude affect different aspects of pronunciation.

González (2011) studied “The Effects of Aptitude and Motivation on the Acquisition of

EFL in Young Learners”.A study is an attempt to investigate in Aptitude and Motivation are two

individual differences widely explored in the literature, but they have rarely been explored at the

primary school stage of learning. The present study aimed at covering this gap. The purpose of

the study was to check to what extent the two variables were good indicators of success in EFL

and what the relationship between them is. The participants were forty-eight 5th grade students

in a middle class school with an ordinary EFL program in the area of Barcelona. The instruments

used were the MLAT-ES (to measure Aptitude) and the attitudes section of the FLAGS

questionnaire (to measure Motivation). To consider proficiency, tests of listening, reading and

writing were designed. The correlations carried out showed that both factors were strong

16

predictors of EFL achievement, although Aptitude was a much stronger predictor than

Motivation. The results of multiple regression analysis showed that, together, Aptitude and

Motivation explained 61.8% of the variance in performance. This finding was in consonance

with previous studies. However, no significant relationship was found between Motivation and

Aptitude, contrary to some prior studies.

Alshahrani, Merzin Awdah (2011) studied “The Relationship between Foreign

Language Aptitude and English Language Proficiency among Saudi Learners of English as a

Foreign Language in Saudi Universities”. The present study aims to explore whether or not there

is a relationship between two multifaceted variables: foreign language aptitude and second

language proficiency. 56 male students at King Khalid University in Saudi Arabia participated in

the current study. The data gathered during the experimental phase of the project have been

subjected to a range of different statistical procedures yielding the following main findings: (1)

Foreign language aptitude as measured in the study‟s population sample manifested itself as a

stable trait. (2) There was a positive significant relationship between foreign language aptitude

and English proficiency cross-sectionally and longitudinally. (3) There was a statistically

significant change in the levels of English proficiency among the participants, but this change

was relatively small. (4) There was no significant relationship between the foreign language

aptitude test and English progress. The findings have significant implications for language

teaching and learning practices, as well as for theories of Second Language Acquisition.

Kocić (2010) studied “The Effects of Aptitude on Language Learning”.The study gives a

brief overview of the research on aptitude as a factor in the process of foreign language learning.

Starting from the premise that aptitude plays an important role in the language teaching process,

the author presents various courses the research on this concept has taken from the beginnings in

mid-50s to a more contemporary research which points towards a revival of interest in aptitude.

The implications of several contemporary aptitude research projects are presented with a special

emphasis on the attempts to link aptitude with the SLA theory. Finally, some possibilities for

further research are presented, as well as several implications such research may have for the

teaching practice.

Hummel (2009) studied “Aptitude, Phonological Memory, and Second Language

Proficiency in Nonnovice Adult Learners”.This study explores the relationship between aptitude,

phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of

17

English as an L2. Native speakers of French (N =77) enrolled in a university Teaching English as

a Second Language program were the participants in the study. Exploratory factor analysis

revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude,

and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29%

of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher

proficiency subgroups, created by a median split on proficiency scores, revealed that none of the

variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a

significant predictor for the lower proficiency subgroup, extending the pattern of results found

elsewhere in younger populations to adult no novice L2 learners.

2.4.3 Studies related to English Learning Motivation

Shams (2008) studied “Students‟ Attitudes, Motivation and Anxiety towards English

Language Learning”.Motivational factors and experiences have the potential to influence

students‟ attitudes and anxiety levels towards English language learning. The study adapts a

survey questionnaire from Gardner‟s „Attitude Motivation Test Battery,‟ to explore attitudes

(English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of

grade 8th students in a private secondary school. The survey findings of 77 students (40 males

and 37 females) highlight that students have affirmative attitudes and high level of enthusiasm

towards English language and its learning. The findings also illustrate a higher degree of

extrinsic motivational goals attached to the student‟s language learning outcomes and future

achievements comparable to intrinsic ones, irrespective of the gender. Overall, the results

emphasize girls to have a slightly higher degree of positive attitudes and motivation comparable

to the boys. The overall classroom anxiety demonstrates student‟s moderate responses with

relatively high standard deviation, highlighting that anxiety levels vary from student to student.

The study concludes with educational implications and limitations.

Some Abroad Studies Related To Motivation towards English Language

Kadim Öztürk (2014) studied “Students‟ Attitudes and Motivation for Learning English

at Dokuz Eylul University School of Foreign Languages”.Attitudes and motivation are two of the

key factors in second language learning since positive attitudes and high levels of motivation are

considered as the predictors of a successful learning process. This study aims to reveal the

relation between university preparatory students‟ attitudes towards learning English and their

18

language learning motivation at DEU School of Foreign Languages and to identify the factors

which result in the differences in both their attitudes and motivations. This is a descriptive study

with a quantitative approach. The data have been collected via the Attitudes Towards Leaning

English Questionnaire and Language Learning Motivation Scale from 511 prep class students at

Dokuz Eylul University, School of Foreign Languages. The data have been analyzed with means,

frequency, multiple comparisons, Pearson correlation coefficient, t-test and One-way ANOVA.

The results show that there is a significant positive relation between the learners‟ attitudes

towards learning English and their language learning motivation at Dokuz Eylul University,

School of Foreign Languages. Additionally, it has been found that both their attitudes and their

language learning motivation vary significantly in terms of some factors.

Nakhon Kitjaroonchai, (2013) studied “Motivation Toward English Language Learning

of Students in Secondary and High Schools in Education Service Area Office 4”. This study

aimed to investigate the English language learning motivation level of secondary and high

schools students in Saraburi Province, and significant differences between the learning

motivation of students with high academic achievement and that of other learners. A modified

20-item motivational survey adapted from Gardner‟s (1985) Attitude/Motivation Test Battery

(AMTB) was administered to 266 secondary and high school students in Education Service Area

Office 4, Saraburi Province. The study results indicated that the students had high levels of

motivation - both integrative and instrumental - to learn the English language, albeit their

instrumental motivation slightly outperformed their integrative motivation. The study also

showed that there was a significant difference (P-Value = 0.007) at the level of 0.01 between the

learning motivation of students with high academic achievement (GPA≥3.20) and that of other

peers (GPA ˂3.20).

Shahbaz and Liu (2012) studied “Complexity of L2 Motivation in an Asian ESL

Setting”.Drawing upon the data from 547 ESL learners in Pakistan; this study presents a

complex picture of L2 learning motivation by means of descriptive as well as inferential

analyses. The results show that no single factor predicts L2 learning motivation for the target

population. Language learning experience, international orientation, ideal L2 self and

instrumentality all work interconnected to motivate ESL learners. English as an international

language has a strong influence on ESL learning for Pakistani learners with their colonial past.

This study suggests that teachers have to focus on attitudinal, situational and self-related factors

to keep their students motivated for a long time process of L2 learning.

19

Kitjaroonchai and Kitjaroonchai (2012) Investigated the types of motivation

(integrative and instrumental) that Thai English majors at Asia-Pacific International University

hold toward learning of English language, and the study results revealed that the students had

high levels of integrative and instrumental motivation to learn English and their instrumental

motivation was found slightly higher than their integrative motivation.

Sayeedur (2012) undertook “Orientations and Motivation in English Language Learning:

A Study of Bangladeshi Students at Undergraduate Level”. This study analyzes and determines

the various socio-psychological orientations of the undergraduate students of private universities

of Bangladesh towards learning English. The investigation also demonstrates that the learners

learn English for „instrumental‟ reasons as opposed to previous research conducted in

Bangladesh, which concluded that „integrative motivation‟ as being the dominant motivational

orientation for the students to learn English. This study of the social-psychological variables of

the students will possibly provide additional insights in better identifying existing motivational

challenges and in taking a more realistic perspective about the ELT (English Language

Teaching) situation in the country. Finally, some recommendations on future directions for this

research area in Bangladesh have been highlighted.

Nakhon Kitjaroonchai (2012) studied “Motivation toward English Language Learning

of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi

Province, Thailand”.This study aimed to investigate the English language learning motivation

level of secondary and high schools students in Saraburi Province, and significant differences

between the learning motivation of students with high academic achievement and that of other

learners. A modified 20-item motivational survey adapted from Gardner‟s (1985)

Attitude/Motivation Test Battery (AMTB) was administered to 266 secondary and high school

students in Education Service Area Office 4, Saraburi Province. The study results indicated that

the students had high levels of motivation - both integrative and instrumental - to learn the

English language, albeit their instrumental motivation slightly outperformed their integrative

motivation. The study also showed that there was a significant difference (P-Value = 0.007) at

the level of 0.01 between the learning motivation of students with high academic achievement

(GPA≥3.20) and that of other peers (GPA ≥3.20).

Awad Mohamed (2012) studied “Role of Motivation and Attitude in Introduction and

Learning of English as a Foreign Language in Libyan High Schools”.The acceptance of English

as an international language has encouraged many nations to introduce curriculums that cater for

20

teaching of English. Learning of English in many nations has been very successful because of the

cooperation that educational stake holders have provided to students and teachers. On the other

hand poor motivation and negative attitude on the part of teachers and students has contributed

greatly to the poor acceptance of English learning in these nations. Introducing a new language

in a nation where there is an already effective and established language requires total motivation

and positive attitude from the trainers and students.

Choosri and Intharaksa (2011) investigated “The Vocational Students on the

Relationship between Motivation and their Language Learning Achievement”. The findings

unveiled a correlation between motivation and these students‟ English learning achievement.

However, the students‟ instrumental motivation slightly outperformed the integrative one, and

they indicated that English is necessary for their future study as well as career opportunity.

Meenaz Shams (2008) studied “Students‟ Attitudes, Motivation and Anxiety towards

English Language Learning”.Motivational factors and experiences have the potential to influence

students‟ attitudes and anxiety levels towards English language learning. The study adapts a

survey questionnaire from Gardner‟s „Attitude Motivation Test Battery,‟ to explore attitudes

(English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of

grade 8th students in a private secondary school. The findings also illustrate a higher degree of

extrinsic motivational goals attached to the student‟s language learning outcomes and future

achievements comparable to intrinsic ones, irrespective of the gender. Overall, the results

emphasize girls to have a slightly higher degree of positive attitudes and motivation comparable

to the boys. The study concludes with educational implications and limitations.

Moskovsky and Alrabai (2009) conducted “An Experimental Study to Measure Levels

of Intrinsic Motivation in Learners of English as a Foreign Language in Saudi Arabia”. The

instrument used in this study was a 27-item structured survey administered to a randomly

selected sample of 55 Saudi learners from public schools and universities. The findings of this

study showed that Saudis students participating in this study possess substantial reserves of

motivation which in more favorable conditions could be deployed to produce better learning

outcomes.

Shaikholeslami et al., (2006) studied “Intrinsic Motivation, Extrinsic Motivation, and

Learning English as a Foreign Language”. The objective of this study was to examine the

relationships of a motivation, extrinsic motivation, and intrinsic motivation with learning the

English language. The 230 Iranian students at Shiraz University were tested using the Language

21

Learning Orientations Scales to measure motivation, Extrinsic Motivation, and Intrinsic

Motivation as explanatory variables. Grade point average in English exams was selected as a

measure of English learning Achievement. Multiple regression analysis revealed that

learningAchievement scores were predicted by scores on the motivation subscale, Interjected

Regulation subscale, Knowledge subscale, and Stimulation sub- scale, whereas, the External and

Identified Regulation and Accomplishment subscales did not have a significant relationship with

Achievement. The results are discussed in terms of differences in Iranian context and culture.

AlMaiman (2005) conducted “A Study to Measure the Motivation Level of Saudi

Students to Learn English as a Foreign Language Before and after these Students were Exposed

to the English Language in a Formal Classroom Learning Setting.” The instrument used in this

study was a questionnaire of 54 items administered in Arabic to 301 seventh-grade students. This

study showed that Saudi students have high motivation to learn English before they experienced

learning it formally. Moreover, the findings of this study confirm the results of Alshamary‟s

(1984) study which compared the level of motivation across all six levels of Saudi public

secondary schools. AlMaiman found that the level of motivation toward learning English as a

foreign language was at its highest in the seventh grade and was at its lowest in the eighth grade.

Haque, Sarder Md Fazlul (1989) studied “Attitude, Motivation and Achievement in

English Language Learning: A Case Study of High School Students in Dhaka City”.The primary

concern of the present study is to investigate the interaction of attitudes, motivation and

achievement in English as a foreign language in a new social and monolingual setting. More

specifically, the study examines the relationship between Bangladeshi high school students'

motivational orientation and their achievement in English as a foreign language. The study

further investigates the possible effect of gender and academic major on students' attitudes and

motivation and examines the influence of parents and teachers on students' attitudes and

motivation to learn English. The data for the investigation have been gathered from 240 tenth

grade students randomly selected from high schools in Dhaka City, Bangladesh using a modified

version of the Attitude/Motivation Test Battery developed by Gardner (1985b) and an

Achievement Test prepared by an English Language Teaching Task Force set up by the

Government of Bangladesh in 1975. Besides the data collected from the students, data have also

been collected from their parents and thirty English Language Teachers from the schools under

investigation. The questionnaire used to collect data from the parents has been modelled on

22

Colletta (1982). Teachers' attitudes are assessed through a questionnaire developed specifically

for the present study.

The data resulting are then analyzed following a system of programmers known as

Statistical Packages for the Social Sciences (SPSSX) and using the following statistical

techniques frequency-distribution, Pearson's product-moment correlations, Students' t-tests and

factor analysis. Analysis of the data reveals that the students in this study are instrumentally

oriented towards learning the English language and that an instrumental orientation is a better

predictor of achievement than an in regrative orientation. Achievement in English is facilitated

by favorable attitudes towards and a strong motivation for learning the language. The results

further show that attainment in English is related significantly and positively to students'

attitudes towards the learning situation. The sex of the learners is not found to have a significant

effect on either attitudes/motivation or achievement. Although the academic major does not have

any significant effect on students' attitudes and motivation, it affects their attainment

significantly. Parents play a significant role in children's attitudinal/motivational development.

However, the results suggest a modest positive association between teachers' and students'

attitudes to the target language.

Based on the results of the study, certain recommendations for EFL study inBangladeshi

high schools are made. The investigator particularly recommends that English language teaching

programmers for Bangladeshi high school students should focus on maintaining a motivating

language-learning atmosphere with good language-learning incentives in which the experience of

language learning is a rewarding one.

The findings of the present study suggest the need to reconsider Gardner and Lambert's

hypothesis that an integrative orientation is a more powerful incentive to second/foreign

language learning than an instrumental orientation. It is further recommended that a parallel

study be undertaken with samples from different grade levels to see if there are any similarities

or difference in regard to attitude, motivation and achievement.

2.4.4 Studies related to Academic Achievement

Lawrence (2012) studied “School Environment and Academic Achievement of Standard

IX Students”.The present study School Environment and Academic Achievement of standard IX

students was probed to find the relationship between School Environment and Academic

Achievement of standard IX students. Data for the study were collected using self-made School

Environment Scale (SES). The investigator used stratified random sampling technique for

23

selecting the sample. The sample consists of 400 standard IX students. For analyzing data t‟ test

and Pearson's product moment co-efficient were the statistical techniques used. Finding shows

there was no significant relationship between School Environment and Academic Achievement

of standard IX students.

Vijayakumar (2011) studied “The Effect of Direct Instructional Model on IX Standard

Students' Achievement in Using Articles of English Language”.Education is process of bringing

desirable changes in the behavior of human beings. It can also be defined as the process of

imparting or acquiring knowledge and habits through instruction. Language enables people to

express their feelings, ideas, and wishes and so on. In India, teaching of English has today

become hard nut to crack. The students of high schools are becoming unsuccessful in their

endeavour of learning English. So, teaching and learning English has become one of the burning

issues of education field. The students of IX standard belonging to above average ability levels

have higher pre-test of achievement in English Language as compared to that of students with

below average ability level. The students of IX standard belonging to above average ability

levels have higher pre-test of achievement in English Language as compared to that of students

with Average ability level. That adjusted means of achievement in English Language are higher

in above ability level (61.7652) as compared to that of Average level of ability (43.0742) and

below average level of ability (41.3423) in experimental groups (i.e. direct instructional method).

However, adjusted means of achievement in English Language are higher in Average ability

level (40.6452) as compared to that of above Average level of ability (32.3793) and Average

level of ability (26.4533) in controlled group (i.e. Conventional Method).

Budhdev (1999) studied "Academic Achievement among Children of Working and Non-

Working Mother.‟‟ The study was designed to compare academic achievement among children

of working and non-working mothers, studying in secondary schools of Saurashtra region sample

included 307 boys and 343 girls of working mothers and same number of boys and girls of non-

working mothers. Academic achievement score was collected from the annual worksheet of

schools. It is described that academic achievement of the children of working mother is greater

than the children of non-working mothers.

Vaidya (1990) studied “The Effect of Mastery Learning Strategy on Pupils Achievement,

their Self-Concept and Attitude towards Hindi”.It attempts to study the effect of mastery learning

strategy on pupils achievement, pupils self-concept, and attitude towards Hindi. The

experimental control group pre-test, post-test design was used. The sample of the study was

24

chosen from Class VI students of a higher secondary school of Indore. In all, 144 students were

selected on the basis of IQ and SES, and Groups I, II and III were given respectively, the

treatments of Mastery Learning Strategy, Concept Attainment Model and Traditional Method.

The measuring tools used for data collection were: Cattell‟s Culture Fair Intelligence Test,

Kuppuswami‟s SES Scale, Sherry et al.‟s Self Concept Test, one Achievement Test and one

Attainment Scale prepared by the investigator. The instruction tools included: Hinid Grammar

Lessons, 33 Lesson Plans, Group Corrective and Revaluation Test, and Achievement Test. All

the three groups were taught for 30 minutes for 33 days. However, the mastery learning group

took some additional time. Correlated„t‟ test and one-way ANOVA were used for data analysis.

Results indicated that the mastery learning strategy was more effective in facilitating learning

and raising the achievement of the learners that either the Concept Attainment Model of the

traditional method. The Concept Attainment Model Group‟s achievement was significant higher

than that of traditional-method group. The Mastery Learning Strategy was more potent in

bringing about improvement in the self-concept of the pupils than either the Concept Attainment

Model or the traditional method. There was no significant difference in the Self-Concept scores

of students taught through the Concept Attainment Model and the traditional method. The

Mastery Learning Strategy was more beneficial to the pupils in changing their attitudes

favourably towards the Hindi subject than either the Concept Attainment Model or the traditional

method of instructions. The Concept Attainment Model was found more effective than the

traditional method of developing a positive attitude in students towards the Hindi subject.

Sharma (1984) also conducted a study to examine the effect of parent‟s education on

academic achievement of children. The sample consisted of 237 students of 9th class and the

level of educational attainment of both the parents was assessed. The result revealed that parental

education was positively correlated with the academic achievement of their sons and daughter.

Some Abroad Studies Related To Achievement Achievement towards English

Language

Ming et al., (2013) undertook “Attitudes and Motivation of Malaysian Secondary

Students towards learning English as a Second Language: A Case Study”. This paper discusses

the findings of a study undertaken to investigate these issues further by carrying out a

questionnaire survey on attitudes and motivation of a group of secondary school students in East

Malaysia towards learning English as a Second Language. The study reveals an overall positive

25

attitude towards learning English by Art and Science students. Further Science students and

higher proficiency students show more interest in improving their English. In addition, the

findings reveal a positive relationship between higher proficiency level and positive attitudes and

motivation to learn English.

Mohamad Jafre Zainol Abidin (2012) studied “EFL Student‟s Attitudes towards

Learning English Language: The Case of Libyan Secondary School Students”.This study

investigated Libyan secondary school students‟ attitudes towards learning English in terms of the

behavioral, cognitive and emotional aspects. It also explored whether there is any significant

difference in the students‟ attitudes towards English language based on their demographic

profiles that is gender, field and year of study. A total of 180 participants in the three study years

from three specializations of Basic Sciences, Life Sciences, and Social Sciences took a

questionnaire as a measuring instrument. Regarding the three aspects of attitude that is,

cognitive, behavioral, and emotional, the participants showed negative attitudes towards learning

English. On the demographic profile, there were statistically significant attitudinal differences

regarding gender and field of study but not year of study. Based on the research findings, some

recommendations are finally presented.

Gillani et al., (2010) studied “A Comparison of Students‟ Achievement in the Subject of

English A Pakistani Context”. The present study aims at analyzing the effects of medium of

instruction on students‟ achievement in the subject of English at secondary level. The

participants of the study were 310 students of grade X. Sample was randomly selected from 12

boys and girls schools. A multiple choice-item test in subject of English was used as research

instrument. It was found that in most cases the performance of the English medium school

students was better than that of the Urdu medium students. On the whole, in some cases, by

keeping in view the difference of means, the study showed almost the similar performance of

both groups but apparently, the students of English medium school students were better in the

subject of English.

Tan Yao Sua (2007) studied “Attitudes and Achievement Orientations of Students

towards Learning of Science and Mathematics in English”.This study examines the policy of

teaching science and mathematics in English in the Malaysian educational system by focusing on

the attitudes and achievement orientations of secondary school students towards the learning of

these two subjects. Findings from statistical analyses of collected data were supplemented by

more in-depth interviews. This study shows that the students‟ general attitudes and achievement

26

orientations towards learning of science and mathematics in English do not indicate that the

policy has achieved its objective. However, their attitudes and achievement motivations vary

according to the four background variables. The significant and positive inter-correlations

between attitudes and achievement orientations towards learning of science and mathematics

further confirm the causal relationship between these two important dimensions of learning.

Wille (2006) studied “Measuring the Academic Achievement and English Language

Proficiency of Students at the Secondary Level”. The purpose of this study was to determine the

connection between English language proficiency as measured by the Language Assessment

Scales (LAS) and academic success measured by grade point average and the Wisconsin

Knowledge and Concepts Examination (WKCE). Further, this research sought to determine the

utility of the LAS for measuring growth over time. .Findings reveal acceptable developmental

validity on the LAS reading measures, while the writing measures failed to demonstrate

acceptable alternate form re liability. Results of language proficiency correlations with measures

of GPA and performance on the WKCE revealed mixed results. The overall evidence did not

confirm the usefulness of the LAS to predict student achievement as measured by cumulative

GPA or the WKCE's Reading and Language Arts standard scores.

2.5 Conclusion

From the study of Review of related literature the research investigator come to know

that very few researches were conducted in this field. So the research investigator has made an

attempt to study this problem.

The above reviews are made use to select the sample, Sources of collecting data to

involve statistical techniques analysis.

The next chapter methodology, explains about scope for the study, design of the study,

population and sample, variables taken in the study, hypotheses, tools used for the collection of

data and statistical techniques applied.