achievement influenced by relationships

7/27/2019 achievement influenced by relationships

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1:00 RATIONALE FOR THE STUDY

Education today is at cross roads and it is our responsibility to change or modify our approaches, to

meet the ever changing and challenging situations. Education transforms an ordinary social being into a

civilized person. The term education has many dimensions and one important aspect in it is academic

achievement. This is considered as a measure of level of excellence in the subject matter. Though

education is all round development of an individual by giving opportunities to excel, to dream and

realize those, to live a healthy life enriched with stable and meaningful relationships, the basic and any

general reference for any individual is his academic qualifications. This is mainly reflected from hismarks obtained from exam.

Gone are the days where parents and teachers had supreme and undisputed authority over their

adolescent child. In todays world children are made to realize by teaching and guiding. Affective

domain (Blooms Taxonomy) has taken the center stage in teaching and learning process, as feelings

play an important part during adolescence. During this period, love and trust from family, recognition

and sense of worth among cliques and respect and appreciation from teacher all contribute positively to

achievement. Hence social environment of adolescence plays an important part of adolescents

achievement.

In view of the present study aims at analyzing systematically and scientifically the sociological factors

mentioned, in relation to academic achievement.

Despite the fact that family environment, peer influence and student teacher relations are considered to

underlie scholastic achievement, to probe little deep, demographic variables like gender, number of

members in the family, order in the family, family income and type of school were considered for the

study. As the major variables always have some effect on achievement of adolescence, it is the

bounden duty of the researcher to find the relations between major variables along with the above

stated demographic variables.

2:00 STATEMENT OF THE PROBLEM

A study of Achievement in Physics among Higher Secondary School Adolescents in relation to Family

Relations, Peer Relations and Student Teacher Relations.

3:00 KEY WORDS IN THE STATEMENT

3:01 Achievement in Physics

Achievement in Physics refers to Higher Secondary Adolescents scholastic performance in physics during

their half yearly examination. This assumed to reflect their true ability.

3:02 Family Relations

It is the way in which Higher Secondary Adolescents feel about their family its climate, functioning and

its nature. It is measured from the score obtained from the inventory. Lower the score, better therelationship.

3:03 Peer Relations

The ways in which Higher Secondary Adolescents relate to one another, interact with one another indicate

their peer relations. It is measured by the score obtained from the inventory. Lower the score, better the

relationship.


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3:03 Student Teacher Relations

The way in which Higher Secondary Adolescents feel about their physics teacher his / her behaviour both

inside and outside the class, and the style of functioning, is measured by the score obtained from the

inventory. Higher the score better the relations.

3:04 Higher Secondary Adolescents

This refers to the eleventh standard students from government, aided and matriculation - English mediumschools.

3:05 Demographic Variables

Demographic Variables are background variables of the study. These include gender, number of members

in the family, order in the family, family income and type of school.

4:00 REVIEW OF RELATED LITERATURE

Survey of related studies get oneself familiar with all that has been done in a particular area of research. It

provides ideas, theories, explanations, methods of research, which are valuable in formulating andstudying the problem. Majority of the studies have impressed the view that, family relations, peer

relations and student teacher relations individually have some influence on Academic Achievement.Hence the present study is aimed at finding the relative influence of each variable on one another and

especially towards academic achievement. Above all, the studies contribute to the general scholarship of

the investigator.

5:00 OBJECTIVES OF THE STUDY

To find out the level of Achievement in Physics among Higher Secondary Adolescents. To find out the level of Family Relations among Higher Secondary Adolescents. To find out the level of Peer Relations among Higher Secondary Adolescents. To find out the level of Student Teacher Relations among Higher Secondary Adolescents. To find out the relationship between Achievement in Physics and Family Relations among

Higher Secondary Adolescents.

To find out the relationship between Achievement in Physics and Peer Relations among HigherSecondary Adolescents.

To find out the relationship between Achievement in Physics and Student Teacher Relationsamong Higher Secondary Adolescents.

To find out the relationship between Family Relations and Peer Relations among HigherSecondary Adolescents.

To find out the relationship between Family Relations and Student Teacher Relations amongHigher Secondary Adolescents. To find out the relationship between Peer Relations and Student Teacher Relations among


To find out the influence of gender, order in the family, number of members in the family,family income and type of school on Achievement in Physics.

To find out the influence of gender, order in the family, number of members in the family,family income and type of school on Family Relations.

To find out the influence of gender, order in the family, number of members in the family,family income and type of school on Peer Relations.

To find out the influence of gender, order in the family, number of members in the family,family income and type of school on Student Teacher Relations.


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6:00 HYPOTHESES

1) Achievement in Physics among the Higher Secondary Adolescents is mostly high.2) Family Relations among the Higher Secondary Adolescents is comfortable.3) Peer Relations among the Higher Secondary Adolescents is comfortable.4) Student Teacher Relations among the Higher Secondary Adolescents is good.5) There is no significant relationship between Achievement in Physics and Family Relations of


6) There is a significant relationship between Achievement in Physics and Peer Relations of HigherSecondary Adolescents.

7) There is no significant relationship between Achievement in Physics and Student TeacherRelations of Higher Secondary Adolescents.

8) There is a significant relationship between Family Relations and Peer Relations of HigherSecondary Adolescents.

9) There is no significant relationship between Family Relations and Student Teacher Relations ofHigher Secondary Adolescents.

10) There is a significant relationship between Peer Relations and Student Teacher Relations of HigherSecondary Adolescents.

11) a. There is no significant difference in Achievement in Physics of Higher Secondary

Adolescents with respect to gender.

b. There is no significant difference in Achievements in Physics of Higher SecondaryAdolescents with respect to number of members in the family.

c. There is no significant difference in Achievement in Physics of Higher SecondaryAdolescents with respect to order in the family.

d. There is no significant difference in Achievement in Physics of Higher SecondaryAdolescents with respect to thefamily income.

e. There is no significant difference in Achievement in Physics of Higher SecondaryAdolescents with respect to type of school.

12) a. There is a significant difference in Family Relations among Higher Secondary Adolescents

with respect to gender.

b. There is a significant difference in Family Relations among Higher Secondary Adolescentswith respect to number of members in the family.

c. There is a significant difference in Family Relations among Higher Secondary Adolescentswith respect to order in the family.

d. There is a significant difference in Family Relations among Higher Secondary Adolescentswith respect tofamily income.

e. There is a significant difference in Family Relations among Higher Secondary Adolescentswith respect to type of school.

13) a. There is no significant difference in Peer Relations of Higher Secondary Adolescents with

respect to gender.

b. There is no significant difference in Peer Relations of Higher Secondary Adolescents withrespect to number of members in the family.

c. There is no significant difference in Peer Relations of Higher Secondary Adolescents withrespect to order in the family.

d. There is no significant difference in Peer Relations of Higher Secondary Adolescents withrespect tofamily income.

e. There is no significant difference in Peer Relations of Higher Secondary Adolescents withrespect to type of school.


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14) a. There is a significant difference of Student Teacher Relations among Higher Secondary

Adolescents with respect to gender.

b. There is a significant difference of Student Teacher Relations among Higher SecondaryAdolescents with respect to number of members in the family.

c. There is a significant difference of Student Teacher Relations among Higher SecondaryAdolescents with respect to order in the family.

d. There is a significant difference of Student Teacher Relations among Higher SecondaryAdolescents with respect tofamily income.

e. There is a significant difference of Student Teacher Relations among Higher SecondaryAdolescents with respect to type of school.

7:00 RESEARCH DESIGN

Research design gives some perspective in going about the project. It gives momentum and direction to it.

The present research is an investigation to establish the relation between Achievement in Physics, Family

Relations, Peer Relations and Student Teacher Relations. The demographic variables include type of

schools, gender and family income, order in the family, Number of family members.

8:00 RESEARCH TOOLS USED

To test the hypotheses framed, the following tools have been used:

Index of Family Relations by Walter W. Hudson Index of Peer Relations by Walter W. Hudson Student Teacher Relations (Physics Teacher) by T.Arun Christopher

9:00 MAJOR VARIABLES

9:01 Achievement In Physics

To assess the students academic achievement in physics, marks, obtained by each student in their half-

yearly examination has been taken. To eliminate inter school variation in evaluating methods, the

average performance scores in physics have been transformed into z score. To avoid fractions z scores

have further been converted into t scores using the formula, T=50+10Z. Thus the t score are treated as

students true Achievement in Physics.

9:02 Index Of Family Relations

Index of Family Relations scale consists of twenty-five questions of which thirteen are positive

statements and twelve are negative statements. A low score indicate high level of family satisfaction.

People who score 29 and below are considered comfortable and happy with their family. A high score onthis tool above 30, often report significant problems in relating to their family.

9:03 Index Of Peer Relations

The index of peer relations contains both positive and negative statements. The positive items are those,

which indicate comfortable peer relations on the other the negative items statements,indicate difficult peer

relations. The tool consists oftwelve positive statement and eighteen negative statements. People who

score 29 and below are considered comfortable and happy with their peers. A high score on this tool

above 30, often report significant problems in relating to their peer group.


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9:04 Student Teacher Relationship Inventory

The tool consists of 30 questions made up of five point scale with 3 negative and 27 positive statements.

A high score indicate better student teacher relations. All the items in the test indicate preference for a

good student teacher relationship or poor student teacher relationship. If the total scores are higher than

114, it reflects better student teacher relationship. The following three items are negative statement in

the inventory 4, 16 and 25. The total score, which an individual would get, was the sum of the scores on

all the statements. Higher score indicated greater preference for stronger and positive student teacher

relationship.

10:00 PROCEDURE FOR DATA COLLECTION

Each of the printed copies of the response sheet consist of family relations peer relations student and

teacher relations inventory, distributed simultaneously along with a Personal Information Performa

consisting of questions needed and relevant to the analysis. The data were collected personally by the

investigator.

11:00 PILOT STUDY

A pilot study was conducted to determine the suitability of the tools used in the present investigation. Arandom sample of 50 boys and girls selected from the student at the higher secondary level formed the

sample for pilot study. Pilot study indicated the trend of the result for the study.

12:00 ESTABLISHING RELIABILITY

The reliability test may be defined as the degree of consistency with which the test measures what it

measures. A test score is called reliable, when there are reasons to believe the score to be stable and

trustworthy, reflecting on true ability. The reliability was calculated through split half method, by

using Spearman Brown Formula

Reliability of Index of Family Relations 0.835

Reliability of Index of Peer Relations 0.817

Reliability of Student Teacher Relationship Inventory 0.683

13:00 ESTABLISHING VALIDITY

Validity means the ability to produce findings that are in agreement with conceptual or theoretical values.

It refers to the success of the scale in measuring what it meant to measure. A test is valid, when it

measures truly and accurately the ability or quality what it purports to measure. Thus, validity means

loyalty and faithfulness of the test.

Validity of Index of Family Relations 0.913

Validity of Index of Peer Relations 0.903

Validity of Students Teacher Relationship Inventory 0.826

14:00 SAMPLE

Random sampling technique has been adopted to choose the sample. Representative sample of 300

students from XI Standard, English Medium Schools of Tambaram and Chrompet area, falling under the

Greater Chennai City limit, was considered for the study. The sum total comprising of 150 boys and 150


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8. There is a significant and positive relationship between Family Relations and Peer Relationsamong Higher Secondary Adolescents. Greater the child feels comfortable, better the socialization

of the adolescent child.

9. There is a significant and positive relationship between Family Relations and Student TeacherRelations among Higher Secondary Adolescents. Better the Family Relations, greater, the

maturity in Student Teacher Relations.

10. There is a significant and positive relationship between Peer Relations and Student TeacherRelations among Higher Secondary Adolescents. Greater the acceptance among Peers, better the

understanding with Physics Teacher.

11. a. There happens to be a significant difference in Achievement in Physics among Higher

Secondary Adolescents with respect to gender. Girls Achievement in Physics is much Higher

than that of boys.

b. There happens to be no significant difference in Achievement in Physics among Higher

Secondary Adolescents with respect to number of members in the family.

c. There happens to be no significant difference in Achievement in Physics among Higher

Secondary Adolescents with respect to order in the family. The mean scores in comparison

show that, first childs achievement is slightly higher than second child.

d. There happens to be a significant difference in Achievement in Physics among Higher

Secondary Adolescents with respect to family income. Children from economically stablefamilies have better achievement.

e. Type of school has a significant influence on Achievement in Physics among the Higher

Secondary Adolescents. Students from government and matriculation schools have similar

levels of achievement; while government aided schools achievement is slightly less, in

comparison.

12. a. Family Relations among girls is better than that of boys among the Higher Secondary

Adolescents.

b. Number of members in the family has no significant influence on Family Relations among


c. Order in the family has a significant influence on Family Relations among Higher SecondaryAdolescents. It was found that first child has better Family Relations.

d. Family income has a significant influence on Family Relations among Higher SecondaryAdolescents. Adolescence from economically stable background has comfortable Family

Relations.

e. There is a significant relationship between type of school and Family Relations among HigherSecondary Adolescents. Adolescence from matriculation schools has better Family Relations.

13. a. The Peer Relations among girls is better than that of boys at the Higher Secondary level.

b. There is no significant difference in Peer Relations with respect to number of members in thefamily at the Higher Secondary level.

c. There is no significant difference in Peer Relations with respect to order in the family at theHigher Secondary level.

d. There is no significant difference in Peer Relations with respect to family income at theHigher Secondary level. The mean score reflects that higher the family income, better the

Peer Relations.

e. There is a significant difference in Peer Relations with respect to type of school at the HigherSecondary level. Adolescence from government and aided schools has similar level of Peer

Relations. Matriculation school Adolescents has a significant and better Peer Relations when

compared with government and aided schools.

14. a. There is no significant difference of Student Teacher Relations among the Higher Secondary

Stream with respect to gender.

b. There is no significant difference of Student Teacher Relations among the Higher SecondaryStream with respect to number of members in the family.


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c. There is no significant difference in Student Teacher Relations among the Higher SecondaryStream with respect to order in the family.

d. There is no significant difference in Student Teacher Relations among the Higher SecondaryStream with respect to family income.

e. There is no significant difference in Student Teacher Relations among the Higher SecondaryStream with respect to type of school.

17:00 EDUCATIONAL IMPLICATIONS OF THE STUDY

It is the concern of educationist throughout to think of ways by which academic achievement of

adolescence can be improved. The major goal of our country is to make students achieve better in

schooling, so as to make educational expenditure fruitful. Higher secondary level is the turning point in

school life of an individual and the future depends on the performance at this level. In science stream,

physics, chemistry, maths and biology have equal weight age. Though there are rapid strides achieved in

this field, the quality of educational achievement at the higher secondary level has dropped significantly.

Learning science subject needs special interest and persistent motivation on the part of learner; proper

guidance and direction from teacher; trust and confidence shown the on part of parents and finally, birds

of the same feather flock together the on part of peer group. The mere recognition that various skills

should be mastered, to equip adolescence physics achievement is not suffice. Movement in this directionby implementing them systematically really matters. Schools and colleges should provide opportunities to

adolescence by organising various activities like science quiz, debate, cultural, seminars, symposiums,

exhibitions, field trips, releasing science magazines and so on. More important than this is the provision

for strong bonds of friendship, love, care and affection, which give a sense of purpose and recognition,

which will significantly influence adolescence performance in the long run.

The following are some of the major recommendations to improve, better achievement in physics among

adolescence.

a. Counseling cells may be started in schools to guide the students especially in dealing with

adolescence problems.

b. Special classes in physics covering both practical and theory be arranged.

c. Seminars, assignments and group discussion should be given weight age inside the curriculum.

d. Learning should be made an enjoyable experience by involving lot of activities in physics.

e. Regularize parent-teacher meetings and encourage parents to maintain better family atmosphere,

by teaching them to handle adolescents.

f. Student teacher relations have to be improved considerably by adopting interactive and democratic

methods of teaching and learning.

g. Organising guidance program for adolescents in different fields, which would be of real help and

enhance their knowledge and understanding of themselves and the world around them.

18:00 LIMITATION OF THE STUDY

The study has been confined to:

Achievement in Physics has not been standardized. Half yearly marks in physics were consideredas scores of achievement.


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The study was limited to English Medium students from government, aided and matriculationschools only.

The number of members in the family and order in the family were limited to 4 and 3 respectively.Hence both come under nuclear family classification.

Family income is classified as below Rs.10,000/- as low and above Rs.10,000/- as high incomegroup respectively.

19:00 SUGGESTIONS FOR FURTHER STUDY

The findings of the present investigation highlight the areas where further study could be conducted.

Adolescents achievement in academics can be influenced by a wide variety of relationships that one has

to cultivate, develop and maintain to survive. As adolescence is a period of transition where new

relationships are born even as existing relationship loose some face value. Stable and mature relationship

with whom the adolescent spends time during this short duration of transition, will transform him into an

efficient and able personality. Therefore, further research on the following topics would make virginal

contribution to adolescents academic activities and personality factors.

Academic Achievement in relation to family cohesion, home environment and parenting styles canbe studied.

Academic Achievement in relation to individuals self image, self-confidence, peer pressure andinfluence of peer collaboration can also be studied.

Academic achievement in relation to individual characteristics of adolescents disciplining styles,parent teacher relations, and students attitude towards teacher and subject teacher expectation can

be studied.

A comparative study on peer relations, family relations and social interest can be carried out. An investigation on self-concept, attitude towards teacher and subject can be made. Leadership preference, in relation to influence peer influence and student teacher relations can be

investigated.

The above mentioned studies can be conducted for middle, high, higher secondary adolescents as

well as graduates. The study can be extended to Tamil Medium student also. Attention must also be given

to differentiation in teaching and learning process to address the age and life cycle needs of diverse

students, and to build on the learning experiences they bring to their education.

20:00 CONCLUSION

Leave no child behind is the policy realized and adopted in recent years. But at the same time, standards

of education are also in the spot light. Achievement as an adolescent issue has greater relevance,

especially when quality of science achievement is on the decline. It is evident from the present study that,

Achievement in Physics is positively influenced by the perceptions adolescents have about their family,

peer and physics teacher respectively. It is therefore likely that the most powerful achievement enhancing

interventions would in fact involve coordinated efforts, representing variables at various levels. Let me

conclude by adopting from Cowan et al., that successful intervention for achievement are those that

focused on relationships that exist in the family and the environment of the adolescence.


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21:00 REFERENCE

Walter W. Hudson. (1977). Index of Family Relations and Index of Peer Relations, P.103 & 163

respectively from Rita Aero and Elliot Weiner, The Mind Test. William Marow and Company, Inc, NY,

1981.

Roach, R., and Dervaric, C. (2002). Leave No Child Behind. Black Issue,Higher Education, Vol.19(2),P.24-30.

Poole, M. E. (1982). The Schools Adolescents Would Like. New York: Dell.

Piers, E. A. (1996). Theory and Principles of Eductional Philosphy and Sociology Bases of Education, by

Aggrawal Vikas Publishing House.

Oxford. (1999).A Dictionary of Science, Oxford University Press, P.603.

NCERT. (1962). Physics, Published by D.C. Health and Company, Bosten, Reprinted NCERT, New

Delhi.

Laurence Steinberg. (1996).Adolescence, (IV

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Edition), McGraw-Hill, Inc.

Hartup, W. (1983). Peer Relations. In E. M. Hetherington (Ed.), Handlook of Child Psychology:

Socialization, Personality, and Social Development, Vol.4, New York: Wiley.

Garret, Henry E., and Woodworth, R. S. (1966). Statistics in Psychology and Education, Bombay:

Vakis Fetter and Simmons Pvt. Ltd.

Fuligni, A., and Eccles, J. (1993). Perceived ParentChild Relationship and Early Adolescents

Orientation Towards Peers.Developmental Psychology, Vol.29, P.622-632.

Fuhrmann Barbara Schneider. (1990). Adolescence, Adolescents, (IInd

Edition), A division of Scott,

Foresman and Company, Illinois, England.

Cowan, Powell and Cowan. (1998). Parenting Interventions: A Family System Perspective. In I. E. Sigel

and K.A. Renninger (Eds.), Handlook of Child Psychology, Vol.4, Child Psychology in Practice P.3-72,

New York. John Wiley & Sons.

Clive Beck. (2003). Difference, Authority and the Teacher Student Relationship, Oritario Institute for

Studies in Education. P.1.

Brophy, J. (1979). Teachers Behaviour and its Effects. Journal of Educational Psychology. Vol.71,

P.733-750.

Best, John W. (1997).Research Methodology, New Jerssy Englewood, cliffs.

Arun Christopher, T. (2004). Student Teacher Relationship Inventory, with Special Reference to PhysicsTeacher in, A Study of Achievement in Physics amongHigherSecondary Secondary School Students in

Relation to Student Teacher Relationship and Intelligence, M. Ed., Dissertation, Meston College of

Education, University of Madras.


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