A COMPARATIVE STUDY OF THE EFFECT OFVALUES AND ADJUSTMENT ON ACADEMICACHIEVEMENT OF SECONDARY LEVEL

STUDENTS OF JOINT FAMILY AND NUCLEARFAMILY."

Ankit Tomar D.K.Giri

CONCEPTUAL FOUNDATION OF THE STUDYa) Value and value Education

Value literally means something that has a price,something precious, dear and worthwhile. In otherwords values are a set of rules and regulations ofbehavior. In the words of Dewey, “The value meansprimarily to price, to esteem, to appraise and toestimate.” Values are therefore, evaluative attitudesand the determiners of human behavior. In our mostelementary sense, values means whatever is actuallyliked, prized, esteem desired, approached of enjoyedby any one at any time. It is the actual experienceof enjoying a desired object or activity. Hencevalues are the existing realization of desire, theexperience of pleasure joy and the satisfaction ofdesire in the mind of people rather than the object.Different authors and authorities have classifiedvalues in many categories. According to the taxonomyof the classification values are six types, such as,Personal values, Family Values, Social-cultural

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values, Material values, Spiritual values, and Moralvalues. A value system is the applied part ofvalues. It is a set of consistent values andmeasurement procedures. Values are the foundation ofall quality matters related to individual growth orgrowth related to ant form of social, cultural andprofessional organization. The vision of anorganization begins from value system. Every societyhas their own value system; however some values areuniversal and common. A community without values islike an extinct species. Values are strong basis of National Character of acountry.

*Research Scholar-Ph.D in Education* Professor of Education(drdillip@gmail.com, +91-9639010198)Swami Vivekanand Subharti University, Meerut, U.P,India

Therefore, the National Curriculum of each and everycountry incorporates value education in every stageof education. School education is the backbone of alleducational expansions of a country. After family, itplays the most important role to imbibe values within children through various activities. Therefore, theEducation

Commission (1964-1966) and the National Policy onEducation (1986) stressed the importance of valueoriented education in our country. The RamamurthyCommittee report (1990) recommended that valueeducation should be an integral part of the entireeducational process. Inculcation of values among thestudents can play a very important role by shielding

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them from negative influences and help them to usetheir energy and resources in positive manner (Daltonand Crosby, 2010). Therefore value education forms asignificant part of the curriculum in differenteducational setting across the globe.Countries like India, Australia, Singapore, China andCanada lay a strong emphasis on imparting valueeducation through well defined curricula and syllabi.Value Education makes the youth more powerful andmotivates them to a great deal in nationaldevelopment process. Great educationalist like Gandhiji, S. Radhakrishanan, S. Vivekanand, Pt. Nehru, R.N.Tagore proclaimed their valuable thoughts on ValueEducation. N.C.F. (2005) has emphasized on value enhancementamong students. Many researchers and researchorganizations have conducted empirical studies onvalue education, such as Lovat &Clement (2008),Seshardri ( 2005), Ambashit, Nikajeet Singh(2001), Anderson H. (1999), Dayapant (2001), Gayatri(2008),Khandewal B.P(2001),Lalitha P.R. (2001).

1.1 Adjustment

According to Encyclopedia Britannica,” Adjustment isa psychological trait in the process of behavior bywhich Human and other living animals maintain andequilibrium among their various needs or betweentheir needs and the obstacles of theirenvironments.”A sequence of Adjustment begins when aneed is felt and ends when it is satisfied. There aredifferent type of Adjustment such as physical,cultural, social and the psychological Adjustment. Itis a necessary characteristic to be able to livepeacefully in this world. Adjustment problems startright from the birth of and continuous till death.

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Various situations arise at home, school, college andworkplace where we need to give up a little of ourdemands and accept what is present.Darwin’s theory of survival of the fittest (1958)says, a species which adapted successfully to thedemand of living survive and multiplied, while otherswho did not, died out. Therefore adaptation or changein oneself according to the external environment is abasis need for survival.Adjustment plays a significant role of the AcademicAchievement of students. The social, psychologicaland policy matter of school help and guide studentsto adjust with it. Especially students facechallenges to adjust with academic and co-curricularprogrammes, teachers ‘attitudes, peer group behaviorand Adjustment with staff. In order to make theschool environment harmonious and inspiring properbalance is required in curriculum, recreationalfacilities, and classroom climates, training ofteachers, evaluation system and attitudes ofadministrative personnel in the school. The studiesconducted by Jayachandran, S (2008), M.V.R Raju andT.Khaja rahamtulla(2007) ,Kannan,G.(2006) onAdjustment reveled that, the school environment mustbe motivating for developing educationalpsychosocial Adjustment abilities of the students,

1.2 Family

A family is a community of blood related socialorganization which binds each and every member withsincere attitudes, cultural values, emotionalattachment and psychological well being. It is aprofoundly important social organization whichcontributes major cognitive growth, affective skills

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and psychomotor abilities of a child (Tamarra Gold2014).A child’s earliest education is received in hisfamily. It’s here that his basic ideas, ideals aswell as many attitudes towards himself and hisassociates are initiated which determine his laterAdjustment to school and others out of homesituations. The economic status, attitudes andbehavioral experiences of parents and familyenvironment, all influences the child’s behavior andattitudes, both directly and indirectly.A child is learnt about relationships, manners, selfesteem, worth and loyally all by watching andparticipating in family. It is most effectiveinformal agency of education which has emerge impacton the future growth and development of a child suchas values, consistency and copying skills,relationships, love and affection etc.

1.3.1 Joint Family

The concept of joint family is very oldest in Indianculture and tradition. The members of a joint familyare relatively living in the concept of sharing andcaring by sacrificing their personal desires. Jointfamily is an organization of some closely relatedpersons, where a group of peoples, normally living ina same house with each other, eating the foodprepared by the single kitchen, participate in ageneral prayer of God. The children of joint familyare growing with lot of love and affection,cooperation, fun, enjoyment and community axiology.Joint family system is one of the greatcharacteristic of Hindu family. It was the base ofthe social system of India in past. However, with thecomplexity in social structure due to

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industrialization, modernization and urbanizationjoint family system gradually transformed to thenuclear family system in post independence era ofIndia. Amy Baker & Haura Soden (1997), Keitha Keith(1993), Clark (2002), Williams (1998), RebeccaMarclen (1999), Miller and Shumow (2001), havestudied the impact of family environment on academicachievement of secondary level students.

1.3.2 Nuclear family

The concept of nuclear family is not very old. Itcame into existence by the breakdown of joint familysystem. According to Dr. K.P. Desai, “The familywhich has minimum members is called as nuclearfamily.”A nuclear family in general consists ofparents and their children who are more or less selfcentered, independent and free from theirresponsibilities for the other members of the family,such as grand father and mother, uncle, aunt andnieces. In conclusive form, the nuclear family issystem of minimum family members which like freedomand believe in modernization. The children of nuclearfamily comparatively lack emotional intelligence andcommunity living values.

1.3 SECONDARY LEVEL STUDENTS

Secondary stage of schooling is very significant foreach and every student since it connects theeducation between primary and higher level. Accordingto Jean Piaget, ‘Since the students of this stageachieve formal operational stage, they can thinkabstractly and need concrete examples to understandcomplex thought patterns”.

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Due to unexpected physical and psychological changesthey often lack motivation towards art of living.Therefore, they need to be properly handled,counseled and guided by their elders and teachers.Value education plays a very important role in thisstage of stress and storms. Therefore the school andfamily environment should be molded in such a waythat their self esteem is developed and they willable to develop copying mechanism and life skills fora better future and success. Research studies onsecondary stage schooling and Adjustment mechanism byFonseca Mora M.C. (2005); World Bank(2003,2009),Lewin &Calliods(2001),Tilak(2001),Mukhopadhaya(2007),Duraisamy(2002), UNESCO studied the impact of Adjustmentmechanism on the Academic achievement of Secondarylevel students .Secondary school students are students who arestudied in IX, X, XI & XII. In the present study theresearcher has selected secondary school students whoare studying in the various schools affiliated toC.B.S.E. & U.P.Board in the three different districtsof Uttar Pradesh.

1.4 ACADEMIC ACHIEVEMENT

Academic achievement is the outcome of teaching andlearning, broadly speaking education and the extentto which students, teachers and educationalinstitutions have achieved their educational goals.The model of academic achievement consists ofnumerous variables, such as family environment,parental qualifications, parental attitudes, schoolenvironment, curriculum and transactional strategiesand evaluation criteria. .

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It’s a psychological construct which has studied byvarious eminent psychologists starting from AlfredBinet, B.F. Skiner, Jean Piaget,Howard Gardner, JohnDewey and many others. Various psychologicalvariables such as intelligence, peer – learning, CCAand extracurricular activities, home environment,teacher’s class room interaction strategies,evaluation criteria and life skill educationinfluence to the academic achievement of the child.C.B.S.E. has recently implemented CCE, which is aninnovation in this regard.Academic achievement of a child is directlycontributed the future success of a students. Variousstandardized psychological tests are developed tomeasure the academic achievement of students atsecondary stage. In India N.C.T.E., N.C.E.R.T andC.B.S.E. are pioneer organizations, which areresearching on academic achievement of the schoolchildren. The study conducted by Mckay (2005),Clark&Clark (1994), Lewis(1993),Hechiger(1993),Lownsbe-rg(1992),revealed thatAcademic achievement of children is influenced byfamily environment, adjustability and curriculum apart from teacher’s behavior and school activities.

2.RATIONALE OF THE STUDY

The present study is an innovative effort to investigate theeffect of values and Adjustment on academic achievement ofsecondary level students from Joint family and Nuclear family.Review on related literature revealed that, there are manystudies which have been conducted on the impact of values and

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Adjustment on academic achievement. Studies conducted on roleof family on academic achievement of the students by Harris,Balinda.M.(2007), Kannan G. (2006), G.(2006),Ray&et.l(2006),RaniMohanraj&Latha(2005),Chen(2007),TurnerChandler & Haffer(2009), Man &Kishore (1997),AkbarHussain ,Ashutosh kumar &Abid Hussain(2008),Lewis(1993),Hechiger(1993),Lounsberg(1992),Panda,B.N(1997) found that family plays a very important role on theAcademic Achievement of the students.However, very few studies on values, Adjustment and academicachievement are based on children belong to joint family andNuclear family. Since children belong to both types of familysetup are different in their personality domains, the presentstudy bears immense importance in this regard. Moreover, itwill be a guide map for the school personnel, while usingvarious grooming techniques related to academics andactivities. More over the study is designed to find out thecomparative effect of joint family and nuclear family andvalues and Adjustment on academic achievement. In the presentstudy emphasize will be given to find out the family values,Adjustment mechanism and their impact on academic achievementof secondary level students. The researcher has taken threestates to identify the sample for his study, such as Delhi,Uttar Pradesh and Haryana. The sample of the study will betaken from the secondary schools, located in three districtsof the above states. These are North East Delhi from the stateof Delhi, Baghpat from the state of U.P and Sonepat from thestate of Haryana.The emerging value system of these districts drasticallyaffects the mental structure and psyche of the generalpopulation. Gradually the old joint family system istransforming into nuclear family and people prefer to staywith their own family in the urban areas for giving bettereducational and health facilities for their family members.The young generation are hardly enjoying the company of theextended family members and leading a very mechanical life

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with modern gadgets. This is affecting their adjustability,life skills and academic achievement. Their moral and ethicalpersonalities are becoming weaker day by day and they areleading a very painful life. On the other hand the parents areworking hard to fulfill the desires of their children andhardly giving quality time for their social development. ManyNGOs and National and international organizations haveresearched on the problems and prospects of J-F &N-F(Pratham-2009, Care-India-2013, UNESCO-2007, WHO-2009, FPA-2011). Butno study has so comprehensively studied the broad parametersof the problem. Therefore, it is believed that the presentstudy will definitely respond many unaddressed issues and openlight to the further studies in this regard.

3. REVIEW OF THE RELATED LITERATUREHarris,Belinda.M.(2007) studied the intra-personal &inter personal attributes, attitudes and behaviorsnecessary to develop emotional and social leadershipwithin the school community.

Kannan G.(2006), found that female students arebetter adjusted than male students and studentsbelong to nuclear family showed better Adjustmentthan students belong to joint family.

Rani Mohanraj &Latha(2005),studied on “perceivedfamily environment in relation to Adjustment andacademic achievement and found school environmentconsidering teachers attitude and knowledge on childpsychology are directly responsible for academicachievement of the children.

Jayachandran S.(2008),researched on “A study of theAdjustment and academic achievement of highersecondary students of joint family and nuclearfamily.” She found that the students belong to jointfamily are more adjusted than the students belong to

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nuclear family. She also found that the familyenvironment and the family Adjustment play a verysignificant role to academic achievement of thestudents.

S.A.Annie and Isabella (2010), in their studyintended to explore if there was any significantrelationship between academic achievement andsocioeconomic status of B.Ed. student teachers. Theyfound there was no significant relationship betweenacademic achievement and socioeconomic status ofB.Ed. student teachers.

M.V.R Raju &T.Khaja Rahamtulla’s(2007) study foundthat Adjustment of school children is primarilydependent on the school variables like the class inwhich they are studying, the medium of instructionpresent in the school, and the type of management ofthe school. Parental education and occupation alsosignificantly influence Adjustment.

Ray & et.l(2006), examined the hypothesizedrelationship among social Adjustment as measured byperceived social support, self-concept and socialskills and performance on academic achievement tests.Multivariate analysis of variance results indicatethat each participant group differed significantly onsocial skills, and students belong to rural and urbanbackground.

Rani Mohanraj &Latha (2005),the study aimed toinvestigate the relationship between familyenvironment, the home Adjustment and academicachievement in adolescents. Family environmentappeared to influence home Adjustment as well asacademic performance. They found that academicperformance was significantly related to independenceand conflict domains of family environment. Boys and

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Girls differed in perception of the home andenvironment.

Chen (2007), studied students’ academic performancein school and it’s impact on future study. The studywas conducted on 7325 students who were studying invarious sub-urban schools of China. They found thatthe impact of academic achievement on further studyfor girls is better than boys. However boys are rfound better in settings long term goals.

Turner Chandler & Haffer (2009) assessed theinfluence of parenting styles, self-efficiency andschool environment on the academic achievement of thestudents. The study revealed that all three dependentvariables are significant predictor to the academicachievement of the students.

Ma & Kishore(1997), researched on the academicachievement of the students, whether studentsattitude was a significant predictor of academicachievement. They found that only attitude of thestudents was not only necessarily predict onesacademic achievement is also depend on differentfactors like race, sample size and sample selection.Therefore they recommended that further investigationis needed to confirm the relationship betweenattitudes and academic achievement.

Akbar Hussain,Ashutosh kumar &Abid Hussain(2008) havestudied on “Academic achievement and familyenvironment of the secondary level students belong tojoint family and nuclear family.” They found thefamily environment and Adjustment play a verysignificant role to academic achievement. They alsofound that the students belong to nuclear family showbetter Adjustment in compare of students belong tojoint family.

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Mckay(2005),Clark&Clark(1994),Lewis(1993),Hechiger(1993),Lounsberg(1992) researched on family environment,Adjustment and their impact on academic achievementof secondary level students of joint family andnuclear family. They found that academic achievementis influenced by family environment, Adjustmentabilities and curriculum at secondary schooling stagea part from behavior and school activities. Theyrevealed that family environment and the effect ofAdjustment play a very significant role on academicachievement of secondary level students.

Amy Baker &Haura Soden(1997), Keith & Keith(1993),Clark(2002),Williams(1998),RebeccaMarklen(1999),Miller &Shamow(2001),have studied theimpact of family environment and impact of values andAdjustment on academic achievement of secondary levelstudents. They found that the values play a verysignificant role on the performance of secondarylevel students belong to joint family and nuclearfamily. Students belong to joint family show bettervalues pattern in compare of students who belong tonuclear family. Students belong to nuclear familyshow lack of values and values patterns. On the otherhand students belong to nuclear family are moreadjusted in compare of students belong to jointfamily. Adjustment is the key factor of academicachievement of the students. Researchers found thatAdjustment play a very significant role in academicachievement of secondary level students of jointfamily and nuclear family.

Sujata, B.N studied “School Adjustment and it’srelation to academic achievement of secondary levelstudents.” The study revealed that school Adjustmentplay a very significant role in academic achievementof the students. They found that students, show more

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adjusted in school environment; found theirperformance is better than the students show lack ofAdjustment.

Panda, B.N (1997), studied impact of values,creativity and Adjustment on academic achievement ofsecondary stage school student of joint family andnuclear family. They found that all three dependentvariables play a very significant role in academicachievement of secondary level students. Theyexamined that the students belong to joint family areshow more values pattern in compare of studentsbelong to nuclear family ,and they also achievedbetter performance in the academy in which they havebeen studying in compare of students who show lack ofvalues patterns. The researcher had also examinedthat the students belong to nuclear family moreadjusted in compare of students belong to jointfamily and the effect of Adjustment play a verysignificant role in their academic achievement.

4. STATEMENT OF THE PROBLEMThe present study has been entitled as:“A comparative study of the effect of Values and Adjustment on theAcademic Achievement of secondary level students of Joint family&Nuclear family.”

5.OBJECTIVES OF THE STUDYThe Present study is having the following objectives:

1.To compare the values pattern of secondary levelschool students of Joint family & Nuclear family.

2.To compare the adjustment abilities of secondarylevel school students of Joint family & Nuclearfamily.

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3.To compare the effect of values on academicachievement of secondary level school students ofJoint family & Nuclear family.

4.To compare the effect of adjustment on academicachievement of secondary level school students ofJoint family & Nuclear family.

5.To compare the effect of values on academicachievement of Secondary level school students ofJoint family & Nuclear family belong to Rural &Urban areas.

6.To compare the effect of adjustment on academicachievement of secondary level school students ofJoint family & Nuclear family belong to Rural &Urban areas.

7.To compare the values pattern of secondary levelschool students of Joint Family & Nuclear Familybelong to Rural & Urban areas.

8.To compare the adjustment abilities of secondarylevel school students of Joint Family & NuclearFamily belong to Rural & Urban areas.

9.To compare the effect of values on academicachievement of C.B.S.E. and State Board secondarylevel school students of Joint family & Nuclearfamily.

10. To compare the effect of adjustment onacademic achievement of C.B.S.E and State BoardSecondary level school students of joint familyand Nuclear family.

11. To compare the effect of values on academicachievement of secondary level Boys & Girlsschool students of Joint family and Nuclearfamily.

12. To compare the effect of adjustment onacademic achievement of secondary level Boys &

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Girls school students of Joint family &Nuclearfamily.

13. To compare the value pattern and adjustmentabilities of secondary school students belong tojoint family and nuclear family of variousstates.

14. To compare the effect of values andadjustment on academic achievement of secondarystudents belong to joint family and nuclearfamily of different states.

6.HYPOTHESIS OF THE STUDY:-Following Hypothesis are proposed to test the abovestated objectives:

1.There exists no significant difference in thevalues Pattern of secondary level school studentsof Joint family & Nuclear family.

2.There exists no significant difference in theadjustment abilities of secondary level schoolstudents of Joint family & Nuclear family.

3.There exists no significant difference in theeffect of values on academic achievement ofsecondary level school students of Joint family &Nuclear family.

4.There exists no significant difference in theeffect of adjustment on academic achievement ofsecondary level school students of Joint family &Nuclear family.

5.There exists no significant difference in theeffect of values on academic achievement ofsecondary level school students of Joint family &Nuclear Family belong to Rural & Urban areas.

6.There exists no significant difference in theeffect of adjustment on academic achievement of

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secondary level school students of Joint family &Nuclear family belong to Rural & Urban areas.

7.There exists no significant difference in thevalues pattern of secondary level school studentsof Joint family & Nuclear family belong to Rural& Urban areas.

8.There exists no significant difference in theadjustment abilities of secondary level schoolstudents of Joint family & Nuclear family belongto Rural & Urban areas.

9.There exists no significant difference in theeffect of values on academic achievement ofC.B.S.E. & State Board secondary level schoolstudents.

10. There exists no significant difference in theeffect of adjustment on academic achievement ofC.B.S.E. & State Board secondary level schoolstudents.

11. There exists no significant difference in theeffect of values on academic achievement ofsecondary level Boys & Girls school students.

12. There exists no significant difference in theeffect of adjustment of secondary level Boys &Girls school students.

13. There exists no significant difference in theeffect of value of secondary level Boys & GirlsSchool students belong to joint and nuclearfamilies of various states.

14. There exists no significant difference in theeffect of adjustment of secondary level Boys &Girls School students belong to joint and nuclearfamilies of various states.

15. There exists no significant difference in thevalues Pattern of secondary level school studentsof Joint family & Nuclear family of differentstates.

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16. There exists no significant difference in theadjustment abilities of secondary level schoolstudents of Joint family & Nuclear family ofdifferent states.

17. There exists no significant difference in theeffect of values on academic achievement ofsecondary level school students of Joint family &Nuclear family of different states.

18. There exists no significant difference in theeffect of adjustment on academic achievement ofsecondary level school students of Joint family &Nuclear family of different states.

DESIGN OF THE STUDY:- POPULATION & SAMPLE

Population:

In order to achieve the stated objectives, theinvestigator is proposed to include the studentsstudying in the secondary schools, (recognized byC.B.S.E and State board of education of Delhi, U.P &Haryana sates) and belong to the joint and nuclearfamilies as population of the study.

Sample:

The target population of the present study islimited to secondary school (Class -XI) studentsbelong to joint family and nuclear family in variousstates. The study is meant to identify their valuepattern, adjustment abilities and the effect ofvalues and adjustment on their academic achievement.Therefore a large reprehensive sample was drawnthrough cluster sampling technique then simple randomsampling technique will be applied for identifyingthe sample in each target groups

Identification of Districts as sample: a.North East district of Delhi State

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b.Sonepat District of Haryana Statec.Baghpat District of U.P.State Identification of CBSE School samplea)North East district of Delhi State: 20b)Sonepat District of Haryana State:20c)Baghpat District of U.P.State:20 Identification of State Board School sampled)North East district of Delhi State: 20e)Sonepat District of Haryana State:20f)Baghpat District of U.P.State:20 Identification of students studying in CBSE

School sampleg)North East district of Delhi State: 400h)Sonepat District of Haryana State:400i)Baghpat District of U.P.State:400 Identification of students studying State Board

School samplej)North East district of Delhi State: 400k)Sonepat District of Haryana State:400l)Baghpat District of U.P.State:400 Identification of sample belong to Nuclear familym)North East district of Delhi State: 200n)Sonepat District of Haryana State:200o)Baghpat District of U.P.State:200 Identification of sample belong to Joint familyp)North East district of Delhi State: 200q)Sonepat District of Haryana State:200r)Baghpat District of U.P.State:200 Identification of sample from Rural areas s)North East district of Delhi State: 100t)Sonepat District of Haryana State:100

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u)Baghpat District of U.P.State:100 Identification of sample from urban areas a)North East district of Delhi State: 100b)Sonepat District of Haryana State:100c)Baghpat District of U.P.State:100 Identification of Boy students sample d)North East district of Delhi State: 200e)Sonepat District of Haryana State:200f)Baghpat District of U.P.State:200 Identification of girl students sample g)North East district of Delhi State: 200h)Sonepat District of Haryana State:200i)Baghpat District of U.P.State:200

VARIABLES:i)DEPENDENT VARIABLES:

In the present study the Academic Achievement of thesecondary level school students of joint family &nuclear family are treated as dependent variables.ii) INDEPENDENT VARIABLES:

In the present study Values & Adjustment are treatedas independent variables. TOOLS AND TECHNIQUES TO BE USED:The following tools were used for the conduct ofpresent investigation/ Research:

1.Adjustment inventory for school students by Dr.A.K.P.Sinha & Dr. R.P. Singh was used as a tool formeasuring extent of Adjustment.

2.“Study of values” Test developed by Dr. R.K. Ojhawill be used to collect data concerning six values

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viz. Theoretical, Economic, Aesthetic, Political, andReligious & Social.

3.For the Academic Achievement the class X AnnualExamination marks of the students studying in classXI.PROCEDURE TO BE ADOPTED FOR COLLECTING &ANALYSING DATAThe data will be collected from the target groups byvisiting the schools through formal permission fromthe school authorities. The standardizedquestionnaire will be administrated and on the basisof the manual data will be analyzed and interpreted.STATISTICAL TECHNIQUES TO BE USEDKeeping in view the nature of the problem ProductMoment Correlation will be computed to identify therelation between independent and dependent variables.To determine significance of differences between thevariables in relation to the sex, place of residenceetc. ‘t’ test and ANOVA will be used.

DELIMITATION OF THE STUDY:-

The study will be delimited to:-

The students studying in Class XIth in 2014-15session in the schools recognized by CBSE andState Board of Education.

Only three districts of Delhi, Uttar Pradesh andHaryana are to be included.

Students sample is delimited to joint and nuclearfamily belong to only rural and urban areas.

Bibliography:

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