CHAPTER – II

REVIEW OF

RELATED LITERATURE

CHAPTER – II: REVIEW OF RELATED LITERATURE

2.1 Introduction

In the previous chapter an attempt has been made to present a conceptual

framework of the investigation along with need and importance of the study, significance

of the study, scope of the study in relation to the influence of achievement motivation,

home environment and study habits on academic achievement of secondary school

students. In this chapter, an effort has been made to review the earlier work related to the

study under investigation.

2.2 Review of Related Literature

2.2.1 Studies related to Achievement Motivation and Academic Achievement

Sandven (1975) observed the motive to excel in academic work as an activating

force, a drive or an urge to achieve good results and recognition which to some degree

accounts to progress in school.

Abrol (1977) made a study on achievement motivation in relation to intelligence,

vocational interests, sex and socio-economic status. Students of X class from six urban

schools of Delhi were selected as the sample of the study. The study revealed that the

mean n-achievement of students from unaided, aided and Govt., schools differed

significantly. A significant and positive correlation was found between achievement

motivation and scholastic achievement. Amalaha (1975) and Moen and Doyle (1977)

found that academic achievement motivation was used to mean the pupil’s need or drive

towards the achievement of success in academic work of students. It is assumed that

people differ in their need to achieve in situations that call for excellence.

37

Indrani (1985) explored the study of relationship between academic achievement

and achievement motivation of IX class students of Bangalore city, and to locate high and

low achiever among boys and girls. The major findings of this study were significant high

positive relationship between academic achievement and achievement motivation in IX

standard boys and girls.

Harneek and Manjit Kaur (1990) studied the relationship between achievement

motivation and achievement in science and mathematics to find out whether over and

under achiever in science and mathematics differ significantly in their achievement

motivation. They found that significant relationship did not exist between achievement

motivation and achievement in science and mathematics, over and under achiever in

science did not differ significantly in their achievement motivation whereas significant

difference exists in the achievement motivation of over and under achiever in

mathematics.

Ramila Salvi and Samita Trivedi (1991) studied influence of intelligence, socio

economic status and attitude towards English on achievement in English and their various

instructions on achievement in English of XII standard students in a higher secondary

school in Ahmadabad. They found that intelligence or socio-economic status did not have

a significant influence on achievement in English and the three variables when interacted

with one another they had a significant influence on achievement in English.

Verma (1992) studied achievement motivation, anxiety and learning styles in

relation to ecological variables like age, gender, caste, residence and SES of parents.

Gender made differences in achievement motivation and anxiety, learning style and

parents’ educational level in achievement motivation.

38

Sudhir (1998) examined the nature and extent relationship between selected

personality factors and achievement motivation and the association between socio-

educational factors and achievement motivation among high school students. He found

that the students with high test anxiety are positively related to achievement motivation,

with self reliance are negatively related to achievement motivation, and with high family

relation were found to be more achievement oriented.

Tuckman (1999) presented a model of motivation for achievement that includes

three generic motivational factors that influence outcome attainment: (1) attitude or belief

about one’s capability to attain the outcome; (2) drive or desire to attain the outcome; (3)

strategy or techniques employed to attain the outcome. He has presented an experimental

research evidence to illustrate the contributive influence of each proposed factor on

academic engagement and achievement.

Gesinde (2000) found that the urge to achieve varies from one individual to the

other. For some, the need for achievement is very high while, for others it is very low.

According to him achievement motivation is learnt through the socialization process.

Those who have high achievers as their role models in their early life experience would

develop a high need for achievement, while those who have low achievers as their role

models would hardly develop the need for achievement. The family is obviously, a major

socializing agent and therefore important in determining the child’s motivation to achieve

success in various areas. Salim (2000) observed that students’ performance in science in

public examinations has been consistently low. Olatoye (2002) also found students’

achievement in Lagos State (Nigeria) secondary schools to be generally poor. Kushman,

Sieber and Harold (2000); Sandra (2002) and Broussard and Garrison (2004) have found

39

positive relationship between achievement motivation and academic performance of the

students.

Adedji Tella (2007) investigated the impact of motivation on students’ school

academic achievement in mathematics in secondary schools in Nigeria. Results showed

that gender difference were significant when impact of motivation on academic

achievement was compared in male and female students. Also other result indicates

significant difference when extent of motivation was taken as variable of interest on

academic achievement in mathematics based on the degree of their motivation.

Ahmet Akbas and Adnan Kan (2007) investigated the motivation and anxiety for

Chemistry course of high school students attending 10 different high schools located in

the city center of Mersin. The study revealed that while 2nd grade students of high school

have the highest motivation for chemistry course, 1st grade students possess the highest

anxiety level for chemistry course, as well. Also, it was found out that the motivation and

anxiety for chemistry lesson, on their own, is a significant predictor of chemistry

achievement.

Brenda Navarrate et al (2007) investigated the role of socio economic and cultural

factors that may contribute to motivational factors and academic achievement in Latino

American and Anglo American high school students in California, USA. A theoretical

model for the study of culture was used to examine the proposed relations among socio

economic status and fatalistic cultural value orientations as determinants of stability of

causal attributions for academic failure and student achievement. The findings supported

the proposed effect of socio economic status and fatalistic cultural value orientation on

academic achievement through the mediating role of attribution processes.

40

Van de Gaer, Eva; et al (2007) investigated on the impact of students’

achievement motivation on the status and growth in Mathematics and Language

achievement of boys and girls across grade seventh and eighth. They found the positive

effect of achievement motivation both individually in group on their achievement.

Pandey and Faiz Ahmed (2008) have investigated to study the significance of

difference between male and female adolescents of XI class students, on academic

performance, achievement motivation, intelligence and socioeconomic status. They found

that there is no significant difference between male and female adolescents on measures

of academic performance, achievement motivation, intelligence and socioeconomic

status.

Sangeeta (2009) studied the impact of self-concept and academic achievement

motivation on academic performance of secondary school students of Hyderabad-

Karnataka region. She concluded that academic achievement motivation had a high

impact on the academic performance of the students. Further the academic achievement

motivation and academic performance of the students were significantly correlated and

were interdependent.

Maureen E. Kenny (2010) studied and explored the contributions of work-based

beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Two

hundred and one urban high school students who were enrolled in a work-based learning

program completed measures of work hope, autonomy support, and achievement beliefs.

Results from the full canonical correlation model revealed that work hope, career

planning, and autonomy support shared 37.5% of the variance with achievement-related

beliefs. Moreover, work hope and teacher autonomy support further contributed unique

variance in explaining these beliefs. The findings contribute to the theoretical knowledge

41

base concerning the value of work-based learning in fostering academic motivation

among adolescents.

Karen Strobel (2010) made a study on deeper understanding of classrooms that

promote motivation, engagement and ultimately achievement among an ethnically and

economically diverse population of middle school students. Their analyses highlight three

main findings: 1.Students’ motivational beliefs are significant predictors of their

achievement. 2. Classroom practices that encourage effort and understanding and create a

caring learning environment potentially yield higher achievement by increasing students’

motivation to learn. 3. Changes in classroom practices are associated with changes in

students’ motivation.

Gök and Sılay (2010) examined the effects of teaching of the problem solving

strategies on the students’ physics achievement, strategy level, attitude, and achievement

motivation on the tenth grade students in Turkey. The averages of the experimental

group’s achievement, motivation, strategy level, and attitude were found to be higher than

control groups. According to the experimental data, gender didn’t affect the physics

achievement of students. It was concluded that problem solving strategies were more

effective in cooperative learning than conventional teaching.

Aydın and Coşkun (2011) investigated the achievement motive among secondary

school students. The relations between the achievement motive and gender, class level,

parent education level and family income level with variables. They revealed that the

views of students about the scale of geography lesson achievement motivation has shown

significant difference according to class level, but did not show any significant difference

according to gender, mother’s education level, father’s education level and family income

status.

42

Prakash Chandra Jena (2011) has made a study on to compare the memory and

achievement motivation of male and female students of secondary schools in Sikkim

state. The findings were; there was a significant difference in the memory of rural boys

and girls; there was no significant difference in achievement motivation of urban boys

and girls, and there was no significant difference in achievement motivation of rural boys

and girls.

Vishal Sood (2012) has investigated on need for achievement, academic

achievement and socio-demographic variables of high school students of Kullu and

Manali districts of India. The results revealed that n-achievement positively and

significantly affected academic achievement of high school students. The students with

high n-achievement possessed significantly higher academic achievement as compared to

students with average and low n-achievement. Girls were found to have significantly

higher n-achievement in comparison to boys. However, no significant differences in n-

achievement were found among rural and urban students as well as students belonging to

nuclear and joint families.

Firouzeh Sepehrian Azar (2013) has investigated the relationship between self-

efficacy, achievement motivation, academic procrastination as predictors of academic

achievement in pre-college students. The results revealed that there was significant

difference between boys and girls in terms of the level of achievement motivation,

academic achievement and academic self-efficacy.

2.2.2 Studies related to Home Environment and Academic Achievement

Asha Bhatnagar (1980) has made a study on X class students of Delhi and found a

positive relationship between parental involvements in studies with their academic

achievement.

43

Veerabhadramma (1984) investigated the causes of under achievement of middle

school children of Government schools in Bangalore city. The results revealed that the

students do not study due to poor home conditions, lack of motivation and poor

communication skills. Head masters of the schools feel that schools are not well

equipped, promotion rules are too liberal, heavy syllabus and remedial training not done

and schools are overcrowded.

A few researchers noted little or no effect of parental involvement on adolescent

school performance (Keith et al, 1986; Natriello and McDill, 1986). The parenting style

(democratic, authoritarian, etc) is also influential both in the students’ educational process

as well as in family-school relations. Jagannadhan (1985), Rodriquez Castellano (1986)

and Narang (1987) found that a positive family climate favours the development of well-

adapted, mature, stable and integrated subjects, and an unfavorable family climate

promotes non-adaptation, immaturity, lack of balance and insecurity. Baumrind (1988)

has identified three types of parenting styles: authoritarian, authoritative and permissive.

Keith (1991) observed the inconsistencies in part by the numerous definitions of

parent involvement in studies on school performance. For instance, some authors use the

latter term to refer to parent participation in school activities while others use it to refer to

more general parental interest in their child's academic and social life. Steinberg et al.,

(1992) found the positive correlations between parenting style and involvement in school

suggests that a combination of some dimensions of these variables could be associated

with adolescent school performance. Epstein (1992) found that parental involvement in

children’s learning activities positively influences their levels of achievement and

motivation to learn.

44

The research studies conducted by Dauber and Epstein (1993) and Janosz, (1994)

revealed that the home environment influences academic achievement and thus prevents

high school dropout rate. Among the family-related factors associated with school

performance are family background variables, such as parental education and family

structure, and family processes, such as parental education style and parental involvement

in schooling. Dornbusch et al (1990); Steinberg et al (1992) and Christenson (1992) have

concluded that parenting style refers to a general child-rearing pattern that characterizes

parents' behavior towards their child. It is most often conceptualized along two

dimensions, parental acceptance involvement and strictness-supervision, which can be

combined to create a fourfold parenting typology: authoritative, authoritarian, indulgent,

or neglectful, wherein parental involvement in schooling refers to the parents' role in their

child's education. It can take several forms: presence at school, communicating with the

teachers, or helping at home with homework. Dornbusch et al (1987) and Lamborn et al

(1993) found the positive relationship between authoritative parenting and school

performance. According to these researchers, authoritative parenting is defined by a

combination of high levels of warmth and acceptance, behavioral control, and

psychological autonomy granting. They have concluded that the students with higher

grades come from parents who demonstrate high levels of warmth, supervision, and

psychological autonomy granting and who are highly involved in their adolescent's

schooling and the positive influence the family environment has on adolescent school

achievement.

Shukla et al (1994) have investigated the factors at home which effect academic

achievement of the children. They found that the facilities for learning at home have

significant correlation with achievement level of children at primary stage. Henderson

and Berla (1994) synthesized over sixty studies regarding the effects of family

45

involvement on student achievement. Their work attributes to parental involvement

effects that include higher grades and test scores, increased homework completion,

improved school attendance, more positive attitudes, fewer discipline problems, increased

high school completion rates, decreased school leaving rates, and greater participation in

postsecondary education. They suggested that the parents’ involvement can contribute to

these outcomes from early childhood through high school. Paulson (1994) asserted that

demandingness, responsiveness and parental involvement have positive effect on the

achievement outcomes of early adolescents.

Deslandes et al (1997) examined the influence of parenting style and parental

involvement in schooling on academic achievement at the secondary level. The research

was conducted with 525 adolescents of the Quebec-Appalaches region and found that the

three factors, parental acceptance, supervision, and psychological autonomy granting,

contributed to school achievement. Results also indicated that youngsters whose parents

gave them affective support performed better than their peers. The study revealed that

parents retain substantial influence over their adolescent's school performance.

Cartejon and Perez (1998) found indirect relationships with performance from the

student’s perception of how much importance his or her parents assign to study at home.

In a study by Gottfried et al (1998), home environment was found to have a statistically

positive and significant effect on academic intrinsic motivation. Children whose homes

had greater emphasis on learning opportunities and activities were more academically

intrinsically motivated.

Sophia Catsambis (1998) analyzed the data of National Educational Longitudinal

Study of 1988 whether parental involvement influences the educational achievements of

high school seniors. By utilizing multiple involvement indicators for the eighth and

46

twelfth grades, the study confirms the importance of considering the multidimensional

nature of parental involvement in students’ education. General conclusions based on the

findings support the existence of positive effects of parental involvement on twelfth grade

students’ academic achievements. High levels of educational expectations, consistent

encouragement, and actions that enhance learning opportunities of students were the

major ways by which families positively influence the educational achievements of their

teens. Regardless of socioeconomic or race/ethnic background, families with high levels

of educational expectations have the most positive effects on their children’

achievements.

Ichado (1998) found that the home environment in which the students come from

would greatly influence their performance at school. The family lays the psychosocial,

moral and spiritual foundations in the overall development of the child, while the

mother’s significant role in this cannot be over-emphasized. Agulanna (1999) made a

study on father-child relationship and concluded that the presence of a father in the home

influences significantly the development of a child.

Various studies conducted by Raj (1995), Bajwa and Kaur (2006), Williams

(2008), Ewnetu and Fisseha (2008), Houtenville and Conway (2008), Chan and Koo

(2010) have concluded strong connection between parenting styles and the academic

achievements of children. These studies revealed that home environment as a potential

predictor of academic achievement and reported the positive and significant effects of

home environment on academic achievement of students, while Vijayalakshmi (2003)

revealed negative correlation between home environment and academic achievement.

Marchesi and Martin (2002) observed that parental expectations have a notable

influence on academic results, even when controlling for initial knowledge and socio-

47

economic context. Other studies show that the family relationships (Buote, 2001) and

level of family cohesion (Caplan et al, 2002) prove themselves capable of predicting

academic performance.

In a study on achievement and aspirations of adolescents, Malvinder Ahuj and

Sunitha Goyal (2005) observed high parental involvement leads to high achievement and

low parental involvement resulted in low achievement. Rajendher Singh Pathani (2005)

found that school atmosphere, socio-emotional adjustments and home environment effect

the academic achievement. Vamadevappa (2005) has found that there was a positive and

significant relationship between parental involvement and academic achievement among

higher primary students. Good parental involvement leads to higher academic

achievement. And achievement of girls was more than the achievement of boys among

high parental involvement group.

A study by Bansal et al (2006) based on 100 eleventh grade students drawn from

10 senior secondary schools in Ludhiana City of India showed that good quality of home

environment had significant positive correlation with high level of achievement

motivation among high achievers. It was found that as the quality of home environment

deteriorates, the level of achievement motivation also deteriorates. In a longitudinal study

of 89 first grade children of low income mothers, parental support was not found to be

related to academic motivation.

Sunitha and Khadi (2007) investigated the academic learning environment at

home and school, of coeducational high school students from English and Kannada

medium schools and its influence on academic achievement. The study also aimed to

know the influence of socio-economic factors on academic learning environment at home

and school. The sample consisted of 240 students, selected from 8 coeducational high

48

schools in Dharwad city of Karnataka state. The results revealed that students with

English medium of instruction were significantly higher in students involvement, had

higher qualified teachers in schools, received significantly better parental encouragement

and care and had significantly better facilities in home (separate room to study, table,

light, ventilation, and surrounding environment), had significantly better academic

achievement than students of Kannada medium schools. Further, home learning

environment had positive and significant influence on school learning environment of

students among Kannada medium schools. Socio-economic status of the family exhibited

positive and significant influence on home learning environment and school learning

environment of students of both Kannada and English medium schools.

Hickman & Crossland (2005), Assadi et al. (2007) and Abar et al (2009) have

observed that people are aware of the importance of the home environment or family on

pupil’s/student’s academic performance. The home has a great influence on the students’

psychological, emotional, social and economic state. And have concluded that

authoritative parenting produce high level of academic performance and academic skills.

Ajila and Olutola (2007) observed that the state of the home affects the individual since

the parents are the first socializing agents in an individual’s life. This is because the

family background and context of a child affect his reaction to life situations and his level

of performance. Although, the school is responsible for the experiences that make up the

individual’s life during school periods, yet parents and the individual’s experiences at

home play tremendous roles in building the personality of the child and making the child

what he is.

Meena Siwach nee Daulta (2008) assessed the effect of home environment on the

scholastic achievement of children of class VIII. The study revealed that boys of high

49

home environment group achieved significantly greater mean score than the boys falling

in the group of low home environment. The impact of home environment has also been

observed in the mean values of scholastic achievement of girls belonging to high, medium

and low home environment groups. But the difference was not significant at 0.05 level

and results also showed that good quality of home environment had significant positive

correlation with ‘high’ level of scholastic achievement in boys than among girls. It was

found that as the quality of home environment gets declined, the level of scholastic

achievement also comparatively declines in boys.

Huang (2008) investigated student social capital in Norwegian secondary schools

and its effects on student achievement. He also tested an analytical model that links

student home background, social capital at school and student academic achievement,

using a structural modeling technique. Control variables in the analysis were student age,

gender, school size and home community. Testing the analytical model with female and

male student subgroup, gender perspectives have been taken into consideration. The study

revealed that student social capital, generated from student social relations with parents,

teachers and peers, has a significant influence on student achievement.

Uwaifo (2008) examined the effects of family structure and parenthood on the

academic performance of Nigerian university students. The sample for the study consisted

of 240 students drawn from the six randomly selected faculties in Ambrose Alli

University, Ekpoma, Edo State. The results showed that significant differences existed

between the academic performance of students from single parent family and those from

two-parent family structures. The results also indicated significant differences in

academic performance of male and female students compared on two types of family

structures. On the basis of findings, it was recommended that school counselors should be

50

employed in all schools and that they should provide necessary assistance to students

especially those from single-parent family to enable them overcome their emotional

concerns.

Prasamita Mohanty (2009) attempted to examine the social factors that play

significant role in academic achievement. The study was carried among 210 rural

scheduled caste primary school girls in four DPEP districts of Haryana. The results

revealed that socio-economic status is found to be potential social correlate of academic

achievement. Home environment is having positive correlation with academic

achievement in case of low achievers only and school environment failed to prove any

relationship with the achievement level of high and low achievers.

Abdul Raheem Yousuf et al (2009) investigated the influence of parenting styles

on junior secondary school students' performance in social studies in Ilorin Emirate,

Nigeria. The results showed that the parenting styles adopted had influence on the

performance of the students. In addition, it was observed that students from authoritative

parenting had better performance than students from other parenting styles. It was

recommended among others that parents should adopt authoritative parenting style to

enhance optimal performance of the students. In addition, the school should create

structures and strengthen the existing ones that would provide parent training

intervention.

Jagpreet Kaur et al (2009) explored academic achievement and home environment

as correlates of self-concept among adolescents. The results of the study revealed self-

concept was positively correlated with academic achievement, though not significantly

so. A significantly positive relationship of home environment components:

protectiveness, conformity, reward, and nurturance with self-concept among adolescents.

51

However, the correlation of social isolation, deprivation of privileges and rejection

components of home environment is significantly negative with self-concept among

adolescents.

Muola (2010) investigated the relationship between academic achievement

motivation and home environment among standard eight pupils. The study was carried

out on 235 standard eight Kenyan pupils from six urban and rural primary schools

randomly selected from Machakos district. Their age ranged between 13 and 17 years.

Two questionnaires, the simple profile (SP) and home environment questionnaire, were

used to provide information on the pupil’s levels of academic motivation and home

environment. A significant positive relationship was found between six of the home

environmental factors, that is fathers’ occupation , mothers’ occupation , fathers’

education , mothers’ education , family size and learning facilities at home and academic

achievement motivation. Parental encouragement was the only factor that was not

significantly related to academic achievement motivation. These correlations showed that

pupils’ motivation to do well in academic work is to some extent dependent on the nature

of their home environment.

Farhana Kazmi et al (2011) conducted a study to explore and evaluate the impact

of father’s style of dealing with their children at home and their academic achievements at

school. Classroom achievement of the children has been taken as a dependent variable.

The sample of the study consisted of 300 students, 300 fathers and 20 teachers which was

drawn randomly from urban and rural areas of district Mansehra province Khyber

Pakhtun khwa (KPK). The results of this study were found in the favor of the fathers’

involvement for the academic achievements.

52

Viswanathan and Indira Ramani (2012) have investigated on social skills and

home environment of secondary level tribal students of Khammam district in Andhra

Pradesh (India). The study revealed that standards of VII and IX Tribal students did not

differ in their perception on home environment. This was due to the process of schooling

and other learning activities which they have undergone at the school.

Siva Kumar (2012) has made relational studies of home environment and

emotional maturity of higher secondary school students and found that level of home

environment of higher secondary students is average. There is a significant difference

between boys and girls with respect to their home environment. There is a significant

difference between rural and urban higher secondary students with respect to their home

environment.

2.2.3 Studies related to Study Habits and Academic Achievement

A habit is automatic learned behavior pattern that enables an individual to handle

specific type of environmental situations. The student who has acquired good study

habits, has developed a behavior pattern, which enables him/her to sit down and begin

working on his/her assignment with a minimum concentration. Individual study habits

play a pivotal role in determining in a pupil’s academic achievement. A student’s

progress or failure in the classroom depends upon several factors like interest in the

subject, study facilities, own study habits and so on. Academic achievement is the

achievement of the pupil during the course of his study, the standard of achievement in

language, in subjects and in general knowledge.

Brown and Holtzman (1956) constructed and validated a self-rating questionnaire

that measures a student aptitude and motivation towards studying as well as his study

habits. The questionnaire was validated on a sample of 219 men and 176 women.

53

Correlation of 0.50 and 0.52 were obtained for the sample of men and women

respectively. Krishnan (1956) showed that the junior B.A. students had better study habits

than senior B.A. students. Ahmann et al (1958) reported that the raw scores yielded by

study habits scale failed to correlate significantly with the first semester grade point

averages. It made no significant contributions to the prediction of these averages when

included in a battery of tests.

Norton (1959) made an investigation on the relationship of study habits and

achievement on IX grade students from general science pool. He found that the

achievement in general sciences wasn’t associated with study habits. Diener (1960)

obtained the similarities and differences between over-achieving and under-achieving

students and also observed that the two groups differed significantly in respect of their

study habits. The over-achieving males had better study habits.

Brown and Dubois (1964) and Richard and Virginia (1967) found a positive

relationship between good study habits and academic achievement. Samuel and Rao

(1967) conducted a study on a sample of 500 pre-university students and showed that

there is a significant positive relationship between the study habits and academic

achievement. Agarwal and Saini (1969) found that the coefficient of correlation between

the study habits score and scores on achievement in mathematics of VIII and IX class

students. Krishnamurthy and Rao (1969) conducted a study on high school students in

Coimbatore. They observed that there is significant correlation between study habits and

academic achievement of the urban students and also there is high significant correlation

between study habits and academic achievement of sub-urban students.

Richard et al (1971) observed that the feasibility and applicability of combining

psychological conditioning techniques with a study technique in terms of its effect upon

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the academic performance of ‘high risk’ college students. Florence and Ronald (1971)

revealed that in the case of boys, the study habits score and attitudes subset predicted

reading achievement, in the case of girls, the attitudes subset did predict a different

criterion mathematics achievement.

Sinha (1972) found significant relationship between study habits and scholastic

achievement among adolescents. Marentic Pozaranik (1974) found positive relationship

between study habits and scholastic achievement of IX class pupils. McCausland and

Steward (1974) showed that academic aptitude, study skills and attitudes contribute to

college success. Silvermann and Riordens (1974) observed that there was positive

relationship between study habits and first semester grade of college students. Prociuk

and Breen (1974) examined the relation between locus of control (inner-outer), study

habits and attitudes, and academic performance; they stated that there is a positive

relation among them.

Girija et al (1975) made a study on the relationship between study habits, study

skills, academic achievement motivation and academic achievement of first and final year

students of the under graduates of University of Agricultural Sciences, Bangalore. The

two groups differed significantly with regard to their study skills and achievement. Patel

(1976) showed that there is positive correlation between study habits and achievement in

school subjects.

Ansari (1980) found that study habits and study attitudes are both significant

variables which determine the academic performance of the students. Asha Bhatnagar

(1980) made a study on 600 students of X class of Delhi and found that there existed a

positive relationship between the study habits and academic achievement. Tuli (1980)

observed that study habits are correlates of achievement in Mathematics. Several studies

55

have established that students’ academic performance is highly influenced by their study

habits (Akinboye, 1980; Mustapha (1982), Adetola, 1988).

Patel (1981) and Chauhan and Singh (1982) found that there exists significant

relationship between study habits and academic scores among school going children.

Christian (1983) studied need achievement and study habits of the pupils of standard 10th

in relation to sex. Study habits inventory of Patel (1976) was administered on a sample of

79 girls and 68 boys. The analysis of variance revealed that girls and boys had equally

good study habits. The study suggested that study habits are one of the important factors,

helpful to achieve more in the promising field.

Agarwal (1983) made a study on reading ability in relation to certain cognitive

and non-cognitive factors. A sample of 200 males and 200 female students of XI grade

were randomly selected from high schools in Bihar, India. The subjects completed a

battery of reading ability tests, study habits inventory, general intelligence and non-verbal

intelligence tests, anxiety, Eysenck personality inventory and youth adjustment inventory.

The results indicated that males had a greater predisposition to better study habits,

neuroticism, extroversion, favorable parental attitude and a better ideal self than females.

However, females showed a higher reading ability and academic achievement than males.

There were significant and positive correlations in both males and females between

reading ability and their study habits.

Singh (1984) found that the study habits of boys and girls differed significantly at

different levels of academic achievement. Gadzella et al (1984) found that effective study

skills lead to academic success. Premalatha Sarma (1986) in a study on achievement of

rural girls found that poor study habits were highly associated with under achievement.

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Singh (1987) investigated into the Study habits of scheduled caste adolescents in

relation to their intelligence and achievement motivation. The random sample consisted

of 100 boys and 100 girls of 9th standard of secondary schools of Bilaspur, Kangra and

Simla districts of Himachal Pradesh in India. Study habits Inventory and general mental

ability test and TAT were used for the study. The results reported that the main effect of

intelligence on study habits was very highly significant. High intelligent group had better

study habits than the low intelligent group.

Singh (1989-90) made an investigation into the Study habits of scheduled caste

adolescents in relation to their sex and achievement motivation. The study was conducted

on 150 boys and 150 girls belonging to scheduled caste from 9th classes in Himachal

Pradesh, India. The main effect of sex on the study habits was significant at 5 percent

level. It indicated that the study habits of boys and girls differed significantly. Boys had

significantly better study habits than girls.

Ramaswamy (1990) studied the relationship between study habits and academic

achievement in high and low achieving boys and girls of 11th standard in Madurai

district, Tamil Nadu, India. The study habit inventory of Patel (1976) was used to

measure the study habits. The correlation analysis revealed significant relationship

between the study habits and academic achievement variables.

Deb and Gravel (1990) revealed that after their investigation on B.Sc. final year

Home Science students, the component of study habits was positively correlated with the

academic performance of students. Students with good study habits did better

academically. Therefore parents and teachers should help to promote good study habits in

their children right from the beginning. Patnaik and Basavayya (1991) reported that there

was no significant relationship between study habits and achievement in mathematics.

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Misra (1992) conducted a study on assessing the level of test anxiety, self-concept,

adjustment and study habits in predicting academic achievement. The study was

conducted on a sample of 88 Oriya male students of 9th and 10th class in three schools of

Bhubaneshwar, Orissa, India. To determine study habits of subjects Wrenn’s (1941) study

habits inventory was used and total marks obtained in annual examination was used to

know the relationship between the independent and dependent variables. It revealed

significant and positive correlation between study habits and academic achievement.

Tymms and Gibbon (1992) examined the relationship between time spent on homework

and exam grades among approximately 3000 students from schools and colleges in

Northeast England. Average time spent was 5 hrs per week. Girls reported spending

approximately 30 minutes/week more than boys. The study revealed that students who

marked for long hours gained slightly better grades than those who worked for modest

periods.

Ruth Lee (1992) conducted a study on development of study skill to improve

grades in IX and X students. It is found that development of study skills, increased

student achievement. Russell and Petrie (1992) have cited a research study aimed to find

out the relationship between study habits and student attitude and academic performance

(cumulative GPA) of college students. Findings of the study indicate a positive

correlation between study attitude, study habit and academic achievement.

Mehta and Malhotra (1993) carried out a study to find out the predictors of

academic achievement among 300 arts students. Stepwise regression analysis revealed

that study habits and study attitudes were the important predictors of academic

achievement. Stella and Purushothaman (1993) examined the study habits of

underachievers. 90 underachievers from rural and urban schools in Tamil Nadu, India

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were selected by using randomized block design. Patel’s (1976) Study Habit Inventory

was used for the study. The results indicated significant difference between urban and

rural students in respect of study habits. The mean value showed that urban students had

better study habits than rural students. But no significant difference was found between

boys and girls.

Research on the correlation between study habits and students’ academic

achievement has for long received attention from scholars and educational agencies. For

instance, the National Assessment of Educational Progress (NAEP) in 1994 conducted a

study to find out the relationship between study habits and academic performance of the

students. Findings of the study revealed a positive correlation between study habits and

academic achievement.

Loranger (1994) compared the study strategies of six 16-18 year old successful

and unsuccessful learners to determine if successful learners would differ in the quality of

their information processing from unsuccessful learners. Each subject read and studied on

article and participated in an interview. Results showed that successful students tended to

be more motivated to succeed and more likely to be active, purposeful and flexible in

their strategy use while less-successful students perceived themselves as successful, and

they lacked self knowledge of inefficient strategy use. Abdullahi (1995), Anamoze (1999)

and Pinda (2000) found that Nigerian students have negative pattern of study habits and

possessed only half of the skills required for effective study habits.

Verma (1996) studied the effect of study habits on academic achievement among

500 students of X class. The sample was selected from schools in Delhi by using random

cluster sampling technique. The results showed that students possessing good study habits

scored higher achievement than students possessing poor study habits in English, Hindi

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and Social studies. On the other hand, students having poor and good study habits scored

almost equal achievement in Mathematics and General science.

Patel (1996) from his study revealed that 1. the achievement scores of pupils

having high and low general ability were significantly different, 2. those pupils who had

good study habits did get significantly more achievement scores than those who had poor

study habits, 3. it was found that sex and study habits integrated significantly in

explaining achievement scores.

Patel (1997) investigated the causes of under achievement in mathematics of

eighth grade students having high numerical ability. A sample of 35 high achievers and

40 low achievers was selected from schools in Gandhinagar, Gujarat, India, based on their

marks in mathematics. The chi-square analysis revealed that the study habits have

tremendous effect on the achievement. Ayeduso (1997) and Ikegbunam (1997) identified

study habits as correlates of academic performance. Sampath and Selvarajgnanaguru

(1997) studied the study habits of higher secondary commerce students. 428 higher

secondary second year commerce students studying in Chidambaram Taluk in Tamil

Nadu were selected by using cluster sampling technique. The study revealed the positive

correlation between study habits and academic achievement of the students.

Sam Sananda Jah and Sreehi (2000) found that study habits and academic

achievement on students are positively and significantly related. Onwuegbuzie et al

(2001) conducted a series of studies to find out the relationship between academic success

and study habits and reported positive relationship between the two variables.

When the differences are examined in terms of gender, it is revealed that female

students are more successful academically than male students and they have better study

habits and attitudes (Gadzella and Fournet, 1976; Brown & Holtzman, 1984;

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Kucukahmet, 1987; Mullen, 1995; Hong & Lee, 2000; Arslantas, 2001; Tinklin,

2003Houtte, 2004; Grabill et al., 2005;).

Aluede and Onolemhemhen (2001) studied the effect of study habits counseling

on the academic performance of secondary schools students in English language. The 108

senior secondary students of Uromi, Edo state, Nigeria were targeted. The multi-stage

stratified sampling method was used. The study habit inventory (Bakare, 1977) was used.

The findings of the study revealed that counseling students on good study habits could

bring about improvement in the students’ academic performance.

Onwuegbuzie (2001) conducted a series of studies to find out relationship between

study habits and academic success and reported positive relationship between study habits

and academic success. The main objective of the study was to examine the effect of

guidance services on students study attitudes, study habits and academic achievement. It

was found that effective study habits promote academic achievement. Nagaraju (2001)

concluded that the academic achievement in all the school subjects has positive

significant influence at 0.01 level on the study habits of high school students.

Sirohi (2004) conducted a study of under achievement in relation to study habits

and attitudes. A sample of 1000 elementary grade students was taken from ten composite

schools of South District, Delhi. The results found that guidance program would lead to

better results, improving the achievement of the students and thus their potentialities be

maximally utilized. Guravaiah (2004) investigated into the academic achievement of X

class students in all the school subjects and found that study habits of pupils do not have

any significant influence on their achievement. Rajani (2004) observed that the academic

achievement of Intermediate students in all the subjects including group subjects is

positively related to their study habits.

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Abid Hussain (2006) examined the effect of guidance services on students’ study

attitudes, study habits and academic achievement by developing a guidance programme

for secondary school students. An experiment was conducted to explore the effectiveness

of guidance services in terms of improvement in students’ study attitudes, study habits

and academic achievement. Ten null hypotheses were tested to explore the effect of

guidance services on students’ study habits, study attitudes and academic achievement in

five subjects. The results of the study indicated that the guidance services have

significant effect on the students’ study attitude, study habits and academic achievement.

Sud and Sujata (2006) conducted a study on academic performance in relation to

self-handicapping, test anxiety and study habits of 200 high school children from

government senior secondary schools of Himachal Pradesh. Study habits scores using

SHI of Palsane & Sharma (1989) and academic performance using the school marks were

considered for analsis. The results revealed that boys were poorer in study habits and

academic performance than girls.

Yenagi (2006) conducted a study on study habits as a function of self-perception

among intellectually gifted and non-gifted students. A sample of 1020 pre university

college students was randomly selected from colleges in and around Hubli and Dharwad

cities of Karnataka state. Study habits inventory by Patel (1976) and self-perception

inventory Soars and Soars (1976) were considered for data collection. The results

revealed that the overall study habits were significantly differed from gifted and non-

gifted groups. General habits and attitudes, planning of subjects, reading and note taking

habits, habits of concentration were also found to be significant. Thus the results

indicated that study habits influence academic achievement of students.

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Subrahmanyam (2007) has investigated the study habits and social, emotional and

educational adjustment problems of 10th class students in relation to their achievement.

The study revealed significant relationship between study habits and academic

achievement of students. Significant influence of gender on academic achievement was

also found.

Muniraja Reddy et al (2008) carried out a study to find out the level of

achievement in reading in English as a second language among high school students,

influence of study habits on achievement of reading, the correlation between the study

habits and achievement in reading and the prediction of achievement in reading with the

help of study habits. The final test was administered on a sample of 1200 students. The

major findings were: majority of the students were having average level of study habits;

study habits like reading and note taking, general habits and attitudes and school

environment have major impact on vocabulary and comprehension. As a whole study

habits have their own influence on achievement in reading of the high school students

except factors of home environment and planning of work.

Samual O. Salami (2008) investigated the relationship between psychopathology

and students’ academic performance and the moderator effects of study behaviour, self-

efficacy and motivation. Participants were 476 students (228 males, 248 females)

randomly selected from ten coeducational secondary schools in Ibadan. Measures of

psychopathology, study behaviour, self-efficacy and motivation were administered on the

sample. Results showed that psychopathology correlated negatively but non-significantly

with academic performance. Study behaviour, self-efficacy and motivation correlated

significantly with academic performance.

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Niradhar Dey (2008) has conducted a comparative study of the study habits of

high achieving CBSE and ICSE students in the secondary school examination. The results

indicates that high achieving CBSE and ICSE students were having similar nature of

highly positive study habits in curricular areas both for boys and girls.

Gokhan Ozsoy et al (2009) investigated the relationship between fifth grade

students’ meta-cognition levels, and their study habits and attitudes. Participants of the

study consist of 221 students, 125 female and 96 male, enrolling to six public primary

schools in Turkey. The results revealed that there was no significant relationship between

meta-cognition and study habits and attitudes for low and medium achievers but, there

was a significant relationship for high achievers.

Aanu and Olatoye (2011) investigated combined and relative influences of use of

library resources and study habits on science achievement of the junior secondary school

students in Ogun State, Nigeria. Three hundred and sixty (360) students randomly

selected from twelve secondary schools participated in the study. Three instruments were

designed and used for data collection. Use of library resources and study habits combined

together to significantly influence science achievement. There is no significant difference

between male and female students’ use of library resources, study habits and science

achievement.

Tuncay Ergene (2011) investigated the relationships among study habits, test

anxiety, achievement motivation, and academic success on a Turkish tenth grade high

school sample consisting of 510 participants, 267 females and 243 males. The data were

collected by the Turkish version of Test Anxiety Inventory (TAI), Study Habits Inventory

(SHI) and Self Evaluation Inventory (SEI). Students’ GPA was accepted as the indicator

of their academic success. Small but significant correlations were found between the

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worry subscale of TAI scores and academic success, and between the study habits scale

scores and academic success level. A positive relationship between study habits scores

and achievement motivation was found. Gender, worry subscale of TAI and study habits

predicted academic success in general. Test anxiety and study habits were associated

positively with academic success.

Omotere Tope (2011) investigated the effects of study habits on the academic

performance of students’ using some selected senior secondary schools in Ijebu-Ode

Local Government Area of Ogun State in Nigeria, as a case study. Two hundred students

were randomly selected from five senior secondary schools in the area. The results

showed that family background, peer group pressure, personality type of the student and

the school environment, all affect the reading habits of students in secondary schools.

Sutherman and Vasanthi (2011) have investigated on study habits and academic

achievement of XI standard students in Palani District of Tamilnadu state. They observed

that girls are better in study habits and academic achievement. The mean scores of rural

students are higher in study habits when compared to urban students, whereas rural

students are poor in academic achievement when compared to urban students.

2.2.4 Studies related to Gender and Academic Achievement

Gender is one of the important variables which influence the academic

achievement of secondary school students. Farquhan (1963) observed no significant

relationship between academic achievement and sex of XI grade high school students.

Pavithran and Feroze (1965) found there is no marked difference between boys and girls

in the scholastic achievement of X class students. Both are more or less on the same

levels of achievement. Padmanabhan Nayar and Visweswaran (1966) found that there

was significant difference between the achievements of urban boys and girls of X class.

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They also found a marked difference in the achievement of rural boys and girls.

Balasubramanian and Feroze (1966) found that there existed no significant difference in

the achievement of boys and girls of urban locality, while there was some marked

difference in the achievement in mathematics between boys and girls of rural areas of X

class.

Gupta (1968) observed no significant differences between boys and girls of IX

class in three variables namely academic achievement, intelligence and economic status.

Haragovinda Gupta (1968) observed that except, in the high intelligence group of VIII

class students, a significant relationship between academic achievement and sex appears

to exist in both the moderate and low intelligence groups. Roach (1979) conducted a

study on 206 boys and 212 girls from five urban elementary schools in Jamaica and found

that the girls scored significantly higher than boys on a mathematics achievement test.

Dubey (1982) has found that girls performed better than boys in all the school subjects.

Asudullakhan et al (1982) showed that sex of Pre-university students was found to be not

effective in bringing about any variation in the scholastic achievement. Gupta (1983)

found that girls on the whole, had better achievement motivation than boys and had

higher academic achievement than boys. The relationship between achievement

motivation and academic achievement is positive and significant.

Watkins Haltie and Astilla (1984) showed that there existed significant influence

of sex, self-concept and intelligence on academic achievement of students. Jagannadhan

(1985) reported that sex does not have any significant influence on the academic

achievement of V, VI and VII class pupils. Quraishi and Bhat (1986) conducted a study

on 200 undergraduate students of M.S. University of Baroda and found that sex has a

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significant effect on academic achievement. Ramaswamy (1990) observed no significant

difference between boys and girls of high and low achievers.

Bujendranath Panda (1991) observed that IX and X class boys of rural areas and

urban girls were better in academic achievement than their counter parts. Vijayalakshmi

and Hemalatha Natesan (1992) found that XI class girls have better mean academic

achievement than boys which is significant at 0.01 levels.

Panda (1992) investigated study habits of disadvantaged and non-disadvantaged

adolescents in relation to sex and academic achievement. The sample of the study

consisted of 50 disadvantaged boys and 50 non-disadvantaged girls of 9th and 10th

classes in Orissa, India. The subjects were selected randomly and matched with age, sex,

area of living and birth order. Patel’s (1976) Study Habits Inventory was used in the

study. The ‘F’ value for sex indicated significant difference. From the mean values, it was

revealed that boys had significantly better study habits than girls.

Nair and Bindu (1998) made an attempt to find out the association between sex

and discrepant achievement in six school subjects of secondary school pupils. Sex of the

pupils was found to be associated with discrepant achievement in social studies and

mathematics. Promod (1999) conducted a study on 300 boys and girls to find whether sex

difference exists in academic performance. The results showed boys and girls differed

significantly in their academic performance. Boys performed better than girls. In a study

Viswanatham (2000) found that girls do better than the boys but there is no significant

difference between rural and urban students in their achievement.

Suneetha and Mayuri (2001) conducted a study on age and gender differences on

the factors affecting high academic achievement of school children. The total sample of

the study comprised of 120 children of IX and X grade drawn purposively from 10

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private schools of Hyderabad. The results showed boys and girls differed significantly in

drilling, interaction and language dimensions of study habits inventory. They also

reported that gender was found to be more important variable than IQ in deciding the high

academic performance, as more girls were found among top ranking students of classe IX

and X.

Ellekka Kumar (2001) found that there was no significant deference in

achievement in Physics between boys and girls: 1. the mean scores of achievement related

motivation was higher for girls than boys, 2. the positive correlations were found between

the achievement related motivation and achievement marks in physics in respect of girl

students studying in Tamil medium. Govinda Reddy (2002) found that sex does not have

any significant influence on the academic achievement of DIET students. Panda (2002)

observed that V class boys and girls studying in urban, rural and tribal areas did not differ

in their achievement in all the school subjects. Gakhar and Aseema (2004) found no

significant difference in the academic achievement of boys and girls of X class, in their

previous annual examination.

Wani Gulshan (2005) has conducted a study on the personality characteristics,

occasional preferences, study habits and academic achievement of Kashmiri, Dogri and

Ladakhi adolescent girls. It was a cross cultural study. The study revealed that Ladakhi

are very low in study habits and also much below in academic achievement as compared

to Kashmiri and Dogri adolescent girls.

Pandey and Faiz Ahmad (2008) conducted a study on a sample of 621 students of

XI standard from Azamgarh district of Bihar and found that there is no significant

difference between male and female adolescents on the measures of academic

performance. Nuthana and Yenagi (2009) studied the influence of study habits, self-

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concept on academic achievement of 600 boys and girls of secondary level, 300 drawn

from rural and 300 from urban. The findings revealed that boys and girls did not differ

significantly in study habits, self- concept and academic achievement. Correlation

coefficients between self concept and academic achievement were positive and highly

significant

Jagpreet Kaur (2010) investigated on gender differences in perceptions of home

environment among school going adolescents. The results of study revealed significant

gender differences in control, protectiveness, social isolation, reward, deprivation of

privileges, rejection and permissiveness as components of home environment. Female

adolescents perceived their home environment to be more protective and rewarding than

their male counterparts.

Singh Suneeta et al (2010) studied the nature, type and characteristics of study

habits in high school children in relation to various orgasmic variables like gender, age,

class or grade level and scholastic achievement. The sample for the study was drawn from

two private English medium schools in Indore, Madhya Pradesh, India, comprising of 250

high school students including equal number of boys and girls from class VIII, IX and X.

The results indicate that the girls have better study habits than boys. It is also seen that

study habits improve with age and class or grade levels in children.

Sayid Dabbagh Ghazvini and Milad Khajehpour (2011) studied the gender

differences in factors affecting academic performance of high school students. Results of

the study reveal that existence of gender difference in variables under consideration with

girls showing internal locus of control, attitude, motivation, time management, anxiety,

self-testing strategies more extensively and getting better marks in literature. Boys are in

mathematics than girls.

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Kartigeyan and Nirmala (2012) analyzed the gender influence on academic

achievement in English. The study revealed that the girls had a higher mean score

compared to the boys in their academic achievement in English. From the community-

wise analysis it is found that girls showed better performance except in scheduled tribe

community.

2.3 Overview of the Review of related Literature

The above review of the related studies reveals the following observations.

1. The researchers from under developed countries like Nigeria, Uganda, Turkey etc.,

concentrated on the problems of the academic achievement of school and college

students in their countries for the decades. The results show a low achievement

levels.

2. The earlier studies mostly pertain to the influence of self-concept, attitudes, socio-

economical conditions, anxiety, intelligence, study habits of primary and middle

school students. Influence of study habits, achievement in individual subjects like

Mathematics, English, and Physical science on academic achievement were focused

in studies.

3. Many studies were conducted on the underachievers in relation to their achievement

motivation, home environment, study habits, self-concept, attitudes etc.

4. The study of the factors that influence the academic achievement of the Indian

population is also received good attraction from researchers. However, the work on

the influence of achievement motivation, home environment and study habits on

academic achievement of high school students is meager and not covered all the

states except a few like Delhi, Himachal Pradesh, Haryana, Karnataka, Gujarat etc.

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This subject has not shown sufficient interest on the high school students of Andhra

Pradesh in general and Hyderabad district in particular.