international journal of current research and...

109

ISSN: 2321-0516 (Online)

International Journal of Current Research and Development

Available Online at http://www.journalcrd.com

Research Article 2014 July, Vol.2 (2): 109- 120 ©Copy Right, 2014

LOCUS OF CONTROL AND SELECTED CATEGORICAL VARIABLES

ON ACADEMIC ACHIEVEMENT IN ZOOLOGY OF HIGHER

SECONDARY STUDENTS

Josephine Mary Stella, F and M.Balamurugan*

Department of Education,Periyar University,Salem-636011,India.

*School of Education,Pondicherry University,Puducherry-605014,India Authors E-mail: [email protected]; [email protected]

Abstract

This study emphasizes the Locus of Control in school students and their progress in Academic

Achievement in Zoology. The Locus of Control has a significant role on students’ lives, as their

decisions and choices are related to their progress. Internal or external locus of control plays an

important role for students to sustain the effectiveness and usefulness of learning performance. The

knowledge and experience gained by the students by means of learning the content and the role of

demographic factors is vital for increasing student’s performance. In this perspective, this study was

carried out by Normative Survey Method. The samples were drawn from Salem Educational District

under simple random sampling technique. The sample consists of 324 higher secondary studying

students in the second year. Of them 117 were male and the rest 207 were female. The results reveal

that the higher secondary students are high in overall locus of control and internal locus of control and

above average in ‘academic achievement in zoology. They do not differ in ‘overall locus of control,

internal and external locus of control and academic achievement in zoology’ with respect to gender and

locality of the school. The students are possessing high relationship between the internal LOC and

AAZ.

Key Words: Locus of Control, Internal LOC, External LOC, Academic achievement in Zoology

Introduction

Psychologists have studied the Locus of Control in various populations. The two

categories of Internals and Externals evaluate successes and failures differently (Rotter, 1975).

Internals consider themselves responsible for both success and failure. They believe that their

own efforts and ability will bring the desired outcome. Externals consider outside factors

responsible for their successes or failures. They become more self-reliant in achieving their goal

and are better at problem solving, as they believe in their ability to solve the problem.

In recent years, the concept of locus of control has been favored by numerous scholars.

Measuring the locus of control is an important phenomenon for the welfare of the student

community. The concept derived from Rotter’s social theory and from the individual

interpretation made on their control level over events of life (Serin, 2010). This research with a

focus on studying the locus of control for the students has appraised two types of locus of

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Josephine Mary Stella and Balamurugan, IJCRD 2014,Vol.2 (2):109-120

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control like internal locus of control and external locus of control. Individuals with internal

locus of control believe that they themselves are in charge of their own lives and activities

while having their output reliant upon their own personal performance (Flory, 2006). In 1974,

Levenson reported that people differ in the way they view unpredictable life from those having

faith in the authority and implication of persons or other locus in life. Therefore owing to the

significance of locus of control of the teenage students studying at school education in south

Indian schools, the investigator carried out the study to be familiar with the part of Academic

achievement in Zoology and certain selected demographic variables.

The Indian school system is morally hopeful even though there are some crime

involvements identified among the teenage group school students in some of the regions in

India. But the crime ratio is different in the case of urban or city school students. It affects not

only the particular region or group of students but it also affects the entire development of the

nation as well as the moral status of the younger generation and parents. Why it is happening

like this! Even after the control of the government, school authority and parental care still there

is no clear hope or reason. But the basic reason is lack of moral control of the mind. Therefore,

the reason behind this is the ‘locus of control of the children. Is there a meaningful relationship

between the locus of control (internal and external) and the educational achievement of school

students?

Need and Significance of the Study

Locus of control represents a generalized expectation of effective factors that pertain to

reward and punishment in life. On one side the locus of control continuum are those who

believe that the locus of control can fix their ability to control life events, whereas on the other

side there are individuals who believe that life events occur in conjunction with external factors

such as accidents, by chance, or destiny (Borich & Tombaric, 1995). Manay studies clearly

indicate the relationship between the academic achievement and internal and external locus of

control. It is presumed that there is a relationship between the external locus of control and

progress (Maltby, et al., 2007). The academic achievement is a major concern of students and

teachers (Tamannaifa, SedighiArfai, & Mohammadabadi, 2010).Some studies have reported a

negative relationship between the external locus of control and academic achievement (Wood,

Saylor, & Cohen, 2009). Academic problems, on the other hand, can lead to secondary

problems such as psychological and relationship problems (Bigdeli and Malekzadeh,

2005).There are many unsolved discussions still going on in our human society by unknown

angle. Therefore it is necessary that we should handle the cognitive functioning of the student


111

community towards academic success. As a result, this study is one of the best at school

children level in a particular region.

Statement of the Problem

The study entitled ‘Locus of Control and Selected Categorical Variables on Academic

Achievement in Zoology of Higher Secondary Students’

Definitions of the Terms

Locus of control refers to one’s belief in his or her abilities to control life events. (Strauser,

2002). In other words, the locus of control is defined as one’s thought of his/her belief that

his/her own power or forces out of his/her control are influential in any positive or negative

situation occurring during his/her life (Sardogan, 2006). The belief of locus of control is related

to what reinforcements have happened throughout the individuals’ lives, namely the results,

prizes, their success or failures refer to. These attributions refer not only to chance, fate, and

powerful people out of one’s control, but also to the results of his/her own attitudes (Basım and

Sesen, 2006). While one’s control on his/her own life dependent on chance, fate and powerful

people is explained as external control; maintaining the individual control over one’s life on

his/her own is described as the internal control (Rotter, 1966).

Review of Studies

When environmental conditions are not sufficient to explain individuals’ success or

failures, the locus of control can facilitate in making these situations clear. For instance,

individuals may sometimes perceive good and bad events in different ways. To mention that

these different ways are based on external and internal forces (Taylor, 2006). The individuals,

who have the internal locus of control, think that they have a big role in affecting the events

which influence their lives. Furthermore, they assess themselves as possessing the power for

the attitude they want to display by having the positive ego concept, and they believe that they

can direct their lives in whatever way they desire (Gulveren, 2008).

The individuals with external locus of control relate the events affecting their lives to

perceptions such as chance, fate, and fortune which are out of their control. Additionally, they

believe that the events affecting their lives cannot be predicted and controlled (Kucukkaragoz,

1998). Individuals with internal locus of control are careful, alert, dominant, focused on

success, self-confident, and ingenious. On the other hand, the individuals with external locus

of control are less careful, affected by the group members, easily influenced by external

forces, less self-confident, and they display unsteady performances (Rotter, 1975). Individuals

lay out two control attitudes as internal and external by considering that the reinforcements


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they have from their previous experiences result from their own attitudes or external forces

(Cetin, 2008).

Shepherd S, Owen D, Fitch TJ and Marshall JL (2006) studied the locus of control and

academic achievement in high school students. This study investigated the hypothesized

relationship between the internal locus of control and academic achievement among a sample

of 187 students in Grades 8 through 12 using the Nowicki-Strickland Locus of Control Scale

for Children. Our analysis indicated that students in the higher Grade point average (GPA)

group reported higher scores on internal locus of control.

Brog. MJ (2012) studied the Hemisphericity, locus of control, and grade point average among

middle and high school boys and girls. The Learning Style Questionnaire and the Children's

Nowicki-Strickland I-E Control Scale were given to 128 boys and girls in Grades 8 and 11 in

the La Grande (Oregon) School District. Each subject's previous year's grade point average was

obtained to determine the relationships among hemisphericity, locus of control, and

achievement. Also assessed, including interactions, differences were found in hemisphericity,

locus of control, and achievement by sex and grade. There was a significant relationship (of

low practical value) between locus of control and GPA only. The difference in hemisphericity

scores with respect to grade was significant.

A relationship has been found between locus of control and academic achievement.

(Nowicki Stephen, Jr; Strickland, Bonnie, R) found a significant relationship between these

two variables. High achieving seventh grade males were more internally controlled than their

lower achieving classmates. Payne and Payne (1989) studied elementary school students who

had been identified as at-risk by their teachers using the CNSIE. They found at-risk students to

be more externally oriented than students not identified at risk. Students with an internal locus

of control have an advantage over their classmates with external locus of control when it

comes to academic achievement ( Lefcourt, 1982). Gifted children are more likely to have an

internal locus of control than their average achieving classmates (Harter & Connell, 1984).

Other research has attributed this finding to the fact that children with an internal locus of

control have better impulse control, can deal with delayed gratification, and are able to

maintain attention in the classroom despite the usual distractions (Ferrer & Krantz, 1987).

Internally oriented children understand that their hard work and proper behaviour will

eventually lead to a positive outcome. Therefore they do not need to see the positive results of

their action right away.

http://www.ncbi.nlm.nih.gov/pubmed/?term=Shepherd%20S%5BAuthor%5D&cauthor=true&cauthor_uid=16796083

http://www.ncbi.nlm.nih.gov/pubmed/?term=Owen%20D%5BAuthor%5D&cauthor=true&cauthor_uid=16796083

http://www.ncbi.nlm.nih.gov/pubmed/?term=Fitch%20TJ%5BAuthor%5D&cauthor=true&cauthor_uid=16796083

http://www.ncbi.nlm.nih.gov/pubmed/?term=Marshall%20JL%5BAuthor%5D&cauthor=true&cauthor_uid=16796083

http://www.ncbi.nlm.nih.gov/pubmed/?term=Brog%20MJ%5BAuthor%5D&cauthor=true&cauthor_uid=3982944


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Brecher and Denmark (1972) reported that academic failure may lead to a heightened

sense of external control. Chronic success or failure in competitive or academic settings may

lead to generalized expectancies of internal or external control. Female college students were

given highly negative bogus feedback regarding a previously administered course exam

immediately prior to an experimental testing session. Their mean locus of control score was

significantly more external than that of the control group that did not receive the negative

feedback.

Crandall, Katkovsky & Crandall (1965) revealed that individuals with an internal locus of

control tend to be more achievement-oriented than those with external locus of control.

Internally oriented individuals put more time and effort into completing academic tasks, have

a greater desire to succeed in school, and get higher grades. Internals spend more time in

intellectual activities, exhibit more intense interest in academic pursuits and score higher on

intelligence tests and other academic tests than the externals do.

Lochel (1983) reviewed sex differences in achievement. Females are more inclined to

take responsibility for failure. She views females as lacking in confidence in their abilities

and not being prepared to cope with failure. As Parsons (1981) has recently pointed out that,

males tend to attribute their failures to external or unstable causes while females tend to

attribute their failures to internal causes that appear to be an oversimplification. Lefcourt

(1980) suggests that some expectancy is very general relating to most life events. Other

expectancies are quite specific and are related to very specific life events.

Method of the Study

The investigator used Normative Survey method for the present study (Sidhu.K.S, 2011).

Sample and Sampling Technique

The samples were drawn from Salem Educational District under simple random

sampling technique. The sample consists of 324 Higher Secondary Course Students studying in

the second year. The sample consists both the gender male and female. Of the 324 samples the

male were 117 and the female 207.

Instrument Used in this Study

Locus of Control Scale (LOC) (Nowicki, Stephen, Jr; Strickland, Bonnie, R, 1973). The

tool was modified by the researcher to face the present environment. The respective item

analysis was completed prior to administer the tool for its real purpose. The Point bi-serial

correlation (Garret, H.E, 1971) method was adopted for item analysis. Therefore, the modified


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version of the scale was used for this study. This modified scale consists of 36 statements based

on YES / NO type. The reliability and validity of the modified tool was established by Josephine

Mary Stella,F and Balamurugan,M (2012) specifically for the purpose of research work. The

split half reliability of the tool is 0.88. The tool satisfies the face and content validity. The

suitable age norm is 15 + teenage students of both the gender of male and female studying in

schools at Rural and Urban areas of Salem and neighboring regions of Tamilnadu, India. The

reason behind for the modification of this tool is to apply it in various cultures and in various

environments of the samples in India.

Academic Achievement in Zoology test was developed by Josephine Mary Stella,F and

Balamurugan,M. The Final version of the Test consists of 26 items followed by five alternative

answers under multiple choice items after its extensive application of 352 samples for item

analysis and reliability test. This test was designed with reference to the Tamilnadu

Government Curriculum of Zoology in selected units. Blooms Taxonomical Approach with

four components such as ‘Knowledge (9 items)’, ‘Understanding (6items)’, ‘Application

(8items)’ and ‘Skill (3 items)’ and separate Blue Print with weightage of hard items and

average items were also adopted. The scoring of the test carries one score for each correct

response out of five alternative choices. The maximum score of the test is 26 to test the

respective ‘knowledge, understanding, skill and application part’ of the students respectively.

The age norm of the test is 15+. This test is suitable for the students of Tamilnadu.

Reliability of the Test: The Authors established the Split Half reliability of the Test. It consists

of 0.91. Validity: This Test satisfies the face and content validity. Apart from that, the General

Information was collected from the respondent. It carries the demographic variables such as

‘Gender, Locality of School, Type of Residence, and Type of Management’. These variables

are considered as the selected categorical variables of this study.

Limitations

This study is limited only to the students studying higher secondary course second year

and having Zoology as one of their elective paper in the Salem Educational District.

The samples were collected from eight different types of school and different

management schools located in the Salem Educational District.

The inferences portrayed in this paper are based on the statistical analysis done by the

investigators using SPSS-16.

Variables Used in the Study

Locus of Control (Independent Variable).


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Academic achievement in Zoology (Dependent variable).

The other selected demographic variables are intervening variables.

Objectives

1) To study the Locus of Control and Academic achievement in Zoology of the higher

secondary students.

2) To study the Locus of Control and Academic achievement in Zoology of the higher

secondary students with respect to the following demographic variables

a) Gender

b) Locality of School

c) Type of Residence

d) Type of Management

3) To find out the relationship between

a) Overall Locus of Control and Academic Achievement in Zoology

b) Internal Locus of Control and Academic Achievement in Zoology and

c) External Locus of Control and Academic Achievement in Zoology

Results

1) The results of this study are derived from the Descriptive and Differential analysis. The

mean and standard deviation of Locus of control of the higher secondary students is (27.45,

3.70) for the maximum score of 36. The mean and standard deviation of External and Internal

Locus of control of the higher secondary students is (15.34, 2.13) and (12.10, 2.46)

respectively for the maximum score of 19 and 17 respectively. The mean and standard

deviation of academic achievement in zoology is (16.58, 5.45) for the maximum score of 26.

2) The male and female higher secondary students do not differ significantly in their

‘Overall Locus of Control, Internal and External Locus of Control and Academic

Achievement in Zoology’ at 0.05 level for the respective t -value 0.32, 0.58, 0.02 and 0.76

(Table-1).

3) The students studying in Rural and Urban Area Schools are not differing significantly at

0.05 level in their ‘Overall Locus of Control, Internal and External Locus of Control and

Academic Achievement in Zoology’ for the respective t -value 0.82, 0.39, 0.13 and

0.14(Table-2).

4) The higher secondary students residing in the Hostel and day scholars differ significantly

in their Internal Locus of control and Academic achievement in Zoology’ at 0.05 level for


116

the respective t -value 2.06 and 3.24. But the External locus of control and overall Locus of

Control do not differ significantly among the higher secondary students (Table-3).

5) The higher secondary students differ significantly in Internal Locus of Control with

respect to the variable ‘type of management’ (Govt. / Private/ Govt. Aided) at 0.05 level for

the respective F -value is 3.05. But the variables overall LOC, External LOC and AAZ do

not differ significantly with respect to ‘type of management’ (Table-4).

6) The relationship between ‘overall Locus of Control and Academic Achievement in

Zoology’ of the higher Secondary Students is 0.536 which is significant at 0.05 level. The

relationship between ‘Internal Locus of Control and Academic Achievement in Zoology’ is

0.827 which is significant at 0.05 level. The relationship between ‘External Locus of Control

and Academic Achievement in Zoology’ is 0.435 which is significant at 0.05 level (Table-5).

Discussion

The present study indicates that the higher secondary students are possessing high Internal

locus of control. These results also have consistent observation of studies done by Shepaherd.S

et.al (2006) that, internal LOC is higher. Nowicki and Strickland (1973) show that there is a

significant relationship between LOC and Academic Achievement. On the other hand, Brecher

and Denmark (1972) coded that academic failures lead to a heightened sense of External LOC.

This study shows moderate relationship between External LOC and AAZ. The sample of this

study shows no difference in Internal LOC and AAZ of male and female but it is just the

opposite of the results of Loche(1983) that females are more inclined to take responsibilities

for failures.

Conclusion

The Overall Locus of Control and Internal Locus of Control of the higher secondary

students are higher. But in the Academic Achievement in Zoology, the students are ‘above

average’. The male and female students studying higher secondary course do not differ in

‘Overall Locus of Control, Internal and External Locus of Control and Academic Achievement

in Zoology’. Similarly the students studying in rural and urban area schools are also not

differing significantly in ‘Overall Locus of Control, Internal and External Locus of Control

and Academic Achievement in Zoology’. The Internal Locus of Control and Academic

Achievement in Zoology differ with respect to the ‘type of residence’ and the type of

management of the school students. The higher secondary students are possessing high

relationship between Internal Locus of Control and Academic Achievement in Zoology than


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the External Locus of Control. But there exists a moderate level of relation between External

Locus of Control and Academic Achievement in Zoology.

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TABLE: 1

MEAN DIFFERENCE IN LOCUS OF CONTROL AND ACADEMIC

ACHIEVEMENT IN ZOOLOGY WITH RESPECT TO THE

CATEGORICAL VARIABLE- GENDER

LOC-Locus of Control; AAZ-Academic Achievement in Zoology

NS-Not Significant at 0.05 level.

Variables Gender N Mean SD df. t-

value

P

Overall

LOC

Male 147 27.52 3.65

322

0.32

0.74

(NS) Female 177 27.38 3.75

Internal LOC Male 147 15.42 2.10

322

0.58

0.56

(NS) Female 177 15.28 2.16

External LOC Male 147 12.10 2.44

322

0.02 0.98

(NS) Female 177 12.11 2.48

AAZ Male 147 16.33 6.33

322

0.76 0.44

(NS) Female 177 16.79 4.61


119

TABLE-2



CATEGORICAL VARIABLE- LOCALITY OF SCHOOL


NS-Not Significant at 0.05 level.

TABLE-3



CATEGORICAL VARIABLE- TYPE OF RESIDENCE


NS-Not Significant at 0.05 level; S- Significant at 0.05 level.

Variables Locality of

School

N Mean SD df. t-

value

P

Overall

LOC

Rural 140 27.10 3.77

322

0.23 0.82

(NS) Urban 184 27.71 3.63

Internal LOC Rural 140 15.22 2.27

322

0.86 0.39

(NS) Urban 184 15.43 2.02

External LOC Rural 140 11.87 2.51

322

1.49 0.13

(NS) Urban 184 12.28 2.41

AAZ Rural 140 16.50 5.01

322

1.48 0.14

(NS) Urban 184 16.64 5.79

Variables Type of

Residence

N Mean SD df. t-

value

P

Overall

LOC

Hostler 117 28.76 2.94

322

1.50

0.13

(NS) Day Scholar 207 27.37 3.73

Internal

LOC

Hostler 117 16.35 1.45

322

2.06

0.04

(S) Day Scholar 207 15.28 2.15

External

LOC

Hostler 117 12.41 1.80

322

0.52

0.59

(NS) Day Scholar 207 12.08 2.49

AAZ Hostler 117 20.70 6.64

322

3.24

0.00

(S) Day Scholar 207 16.35 5.30


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TABLE-4



CATEGORICAL VARIABLE- TYPE OF MANAGEMENT

Variables Groups Sum of

Squares

df Mean

Square

F

value

p

Overall

LOC

BG 51.070 2 25.535 1.87 0.156

(NS) WG 4381.140 321 13.648

Total 4432.210 323

Internal

LOC

BG 27.526 2 13.763 3.05 0.049

(S) WG 1447.758 321 4.510

Total 1475.284 323

External

LOC

BG 21.518 2 10.759 1.78 0.170

(NS) WG 1936.914 321 6.034

Total 1958.432 323

AAZ BG 45.737 2 22.868 0.77 0.028

(NS) WG 9582.843 321 29.853

Total 9628.580 323


NS-Not Significant at 0.05 level; S- Significant at 0.05 level.

BW- Between Groups; WG-Within Groups

TABLE-5

RELATIONSHIP BETWEEN LOCUS OF CONTROL AND ACDEMIC

ACHIEVEMENT IN ZOOLOGY OF HIGHER SECONDARY STUDENTS

(Pearson Product Moment Correlation)

Variables Over all

LOC

Internal

LOC

External

LOC

AAZ

Overall

LOC

1 --- ---

0.536*

Internal

LOC

--- 1 --- 0.827*

External

LOC

--- --- 1 0.435*

AAZ

0.536* 0.827* 0.435* 1

*Significant at 0.05 Level


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