INFLUENCE OF PSYCHOSOCIAL FACTORS ON THE ACHIEVEMENT IN PHYSICS OF FEMALE HIGHER SECONDARY STUDENTS STUDYING IN THE RURAL SCHOOLS OF TIRUNELVELI

DISTRICT
J.S. Febila Josephin Assistant Professor, Keins College of Education for Women, Vallioor, Tirunelveli District. ABSTRACT
This research article focuses the attention on the influence of certain psychosocial factors on the achievement of female higher secondary students in physics studying in the rural schools. The investigator has chosen social adjustment, parental encouragement and self-concept as the psychosocial factors for determining their effect on the achievement of the chosen sample in physics. The investigator adopted survey method for the data collection. For this study, the investigator prepared Social Adjustment Inventory, and adopted two standardized tools for measuring parental encouragement scale of Sharma, R.R. (1988) and self-concept inventory of R.K. Saraswat (1984). The population of the present study is all the female higher secondary students studying in the rural schools in Tirunelveli District. From the population, the investigator selected 1000 female students using simple random sampling technique. For analyzing the data, the investigator used Mean, SD, t Test, ANOVA, Chisquare Analysis and Pearsons Product Moment Correlation. The findings of the correlational analysis showed that the chosen psychosocial factors have significant influence on the achievement of rural female higher secondary students in physics.

INTRODUCTION
Girls make up the majority of more than 121 million children out of school. Their numbers increase in times of conflict, social crisis, poverty and natural disasters. Girls education is a human rights issue and the obligation of all governments. For UNICEF, ensuring the right to education, for girls as well as boys, is both a moral and social imperative. Girls are in double jeopardy because they are disadvantaged within groups that are already discriminated against, such as rural populations or the poor. Girls education is a core development issue. Educated women are key to breaking the cycle of inter-generational poverty. Investments in girls education particularly those directed to improving the quality of education and also benefit boys. The reverse is not always the case.

NEED FOR THE STUDY

According to Johnetta Cole, When you educate a man you educate an individual when you educate a woman you educate a whole family. It is stated that when a man is educated he would educate another man. On the other hand when a woman is educated she would educate the whole family. In the past, our girls had been deprived of their opportunities to enter into different fields of life on par with their counterparts. Now the scene has become changed. Women have been proving their talents in many fields such as medicine, engineering, information technology, education, industry etc.

Women not only compete with men but also excel men in certain fields. Education of women unlike in the past has been very much encouraged through exclusive reservation for women in jobs in states like Tamilnadu. In the final examinations at the 10 th and 12th levels not many rural girls score high percentage of marks. The major population in Tirunelveli is living in rural areas. Number of rural girls enrolled for higher secondary education is less than the number of rural boys enrolled for the same. Number of rural girls passing the public examinations and scoring higher marks is less than the urban girls in the districts of Tamilnadu. Informal chats with the higher secondary rural girls by the investigator have clearly revealed that factors such as socio-economic status of parents, parental encouragement, home environment, school environment, self-confidence and self-esteem have exercised influence on the performance of the girl students at the higher secondary level. Motivated by the informal results of the chats, the investigator wants to investigate the extent of the influence of certain psychosocial factors on the achievement of rural female higher secondary students in physics.

DEFINITION OF THE TERMS

Psycho Factors By Psycho factors, the investigator means parental encouragement and self-concept of higher secondary school rural girl students in Tirunelveli district. Social Factors By social factors, the investigator means social adjustment and socio-economic status of higher secondary school rural girl students in Tirunelveli district. Achievement in Physics It refers to the accomplishment of the individual in physics. The product of learning can be measured in terms of marks obtained in the test. By the term physics, the investigator means that it is a systematized accumulation of knowledge about matter and energy through a scientific method of enquiry based on some science related values and attitudes. Achievement in physics is operationally defined as the average percentage of marks obtained by rural girl students in half-yearly examination at +2 level conducted by the concerned schools on the academic year 2010 2011. Rural Female Higher Secondary Students By rural female higher secondary students, the investigator means the girls residing in rural areas, studying standards XI and XII in government, government aided and unaided higher secondary schools.

OBJECTIVES
1. To find the significant difference between rural female higher secondary students studying in Tamil medium and English medium in their self-concept and its dimensions. 2. To find the significant difference among rural female higher secondary students studying in government, aided and private schools in their self-concept and its dimensions. 3. To find the significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their self-concept and its dimensions. 4. To find the significant difference between rural female higher secondary students studying in Tamil medium and English medium in their social adjustment. 5. To find the significant difference among rural female higher secondary students studying in government, aided and private schools in their social adjustment. 6. To find the significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their social adjustment. 7. To find the significant difference between rural female higher secondary students studying in Tamil medium and English medium in their parental encouragement. 8. To find the significant difference among rural female higher secondary students studying in government, aided and private schools in their parental encouragement. 9. To find the significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their parental encouragement. 10. To find the significant difference between rural female higher secondary students studying in Tamil medium and English medium in their achievement in physics. 11. To find the significant difference among rural female higher secondary students studying in government, aided and private schools in their achievement in physics. 12. To find the significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their achievement in physics. 13. To find the significant association between self-concept of rural female higher secondary students and their family monthly income. 14. To find the significant association between social adjustment of rural female higher secondary students and their family monthly income. 15. To find the significant association between parental encouragement of rural female higher secondary students and their family monthly income. 16. To find the significant association between achievement in physics of rural female higher secondary students and their family monthly income. 17. To find the significant relationship between self-concept of rural female higher secondary students and their achievement in physics. 18. To find the significant relationship between social adjustment of rural female higher secondary students and their achievement in physics. 19. To find the significant relationship between parental encouragement of rural female higher secondary students and their achievement in physics.

NULL HYPOTHESES
1. There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their self-concept and its dimensions.

2. There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their self-concept and it dimensions. 3. There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their self-concept and it dimensions. 4. There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their social adjustment. 5. There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their social adjustment. 6. There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their social adjustment. 7. There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their parental encouragement. 8. There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their parental encouragement. 9. There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their parental encouragement. 10. There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their achievement in physics. 11. There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their achievement in physics. 12. There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their achievement in physics. 13. There is no significant association between self-concept of rural female higher secondary students and their family monthly income. 14. There is no significant association between social adjustment of rural female higher secondary students and their family monthly income. 15. There is no significant association between parental encouragement of rural female higher secondary students and their family monthly income. 16. There is no significant association between achievement in physics of rural female higher secondary students and their family monthly income. 17. There is no significant relationship between self-concept of rural female higher secondary students and their achievement in physics. 18. There is no significant relationship between social adjustment of rural female higher secondary students and their achievement in physics. 19. There is no significant relationship between parental encouragement of rural female higher secondary students and their achievement in physics.

METHOD AND PROCEDURE

The investigator adopted survey method for the present study. For this study, the investigator prepared Social Adjustment Inventory, and adopted two standardized tools for measuring parental encouragement scale of Sharma, R.R. (1988) and self-concept inventory of R.K. Saraswat (1984). The population of the present study is all the female higher secondary students studying in the rural schools in Tirunelveli District. From the population, the investigator selected 1000 female students using simple random sampling technique. For analyzing the data, the investigator used Mean, SD, t Test, ANOVA, Chi-square Analysis, Pearsons Product Moment Correlation and Factor Analysis.

ANALYSIS AND FINDINGS

Null Hypothesis 1 There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their self-concept and its dimensions. Table - 1 Difference between Rural Female Higher Secondary Students studying in Tamil medium and English medium in their Self-concept and its dimensions Tamil Dimensions Physical Social Temperamental Educational Moral Intellectual Self-concept in Total N 600 600 600 600 600 600 Mean 29.26 28.75 27.57 27.80 30.38 29.83 SD 3.01 4.01 3.37 5.94 3.43 4.75 N 400 400 400 400 400 400 English Mean 29.12 28.41 27.52 28.79 30.88 30.58 SD 2.79 3.98 3.34 5.18 3.21 4.60 Calculated t Value 0.75 1.35 0.22 2.79 2.34 2.48 1.80 Table Remark Value 1.96 1.96 1.96 1.96 1.96 1.96 1.96 NS NS NS S S S NS

600 173.59 14.70 400 175.29 14.62

It is inferred from the above table that there is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their self-concept in total and its dimensions physical, social and temperamental. But, there is significant difference between rural female higher secondary students studying in Tamil medium and English medium in their educational moral and intellectual self-concepts. While comparing the mean scores of rural female higher secondary students studying in Tamil medium and English medium in their educational self-concept, English medium students (mean = 28.79) are better than the Tamil medium students (mean = 27.80) in their educational self-concept. While comparing the mean scores of rural female higher secondary students studying in Tamil medium and English medium in their moral self-concept, English medium students (mean = 30.88) are better than the Tamil medium students (mean = 30.38) in their moral selfconcept. While comparing the mean scores of rural female higher secondary students studying in Tamil medium and English medium in their intellectual self-concept, English medium students (mean = 30.58) are better than the Tamil medium students (mean = 29.83) in their intellectual self-concept. It is found that significant difference is observed between the rural female higher secondary students studying in Tamil medium and English medium in the dimensions of selfconcept educational, moral and intellectual.

Null Hypothesis 2 There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their self-concept and it dimensions. Table - 2. Difference among Rural Female Higher Secondary Students studying in Government, Aided and Private Schools in their Self-concept and it dimensions Between Dimensions Physical Social Temperamental Educational Moral Intellectual Self-concept in Total SS 8.94 66.84 4.53 155.3 5 60.02 117.9 6 789.3 3 MSV 4.47 33.42 2.27 77.68 30.01 58.98 394.6 6 df 2 2 2 2 2 2 2 SS 8534.46 15886.16 11248.87 31939.45 11157.74 21998.62 214585.1 4 Within MSV 8.56 15.93 11.28 32.04 11.19 22.06 215.2 3 df 99 7 99 7 99 7 99 7 99 7 99 7 99 7 Calculated Table Remark F Value Value 0.52 2.10 0.20 2.42 2.68 2.67 1.83 3.00 3.00 3.00 3.00 3.00 3.00 3.00 NS NS NS NS NS NS NS

It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in government schools, aided schools and private schools in their self-concept in total and its dimensions. Null Hypothesis 3 There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their self-concept and it dimensions. Table - 3 Difference among Rural Female Higher Secondary Students studying in Mathematics, Science and Computer Science Groups in their Self-concept and it dimensions Between Dimensions Physical Social Temperamental Educational Moral Intellectual Self-concept in Total SS 16.55 21.18 58.59 192.25 67.25 61.84 MSV df 2 2 2 2 2 2 2 SS 8526.85 15931.83 11194.81 31902.55 11150.51 22054.73 213415.9 7 8.28 10.59 29.29 96.12 33.62 30.92 979.2 1958.50 5 Within MSV 8.55 15.98 11.23 32.00 11.18 22.12 214.0 6 df 997 997 997 997 997 997 997 Calculated Table Remark F Value Value 0.97 3.00 0.66 3.00 2.61 3.00 3.00 3.00 3.01 3.00 1.40 3.00 4.57 3.00 NS NS NS NS S NS S

It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in the dimensions of self-concept - physical, social, temperamental, educational and intellectual. But, there is significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their self-concept in total and in the dimension of self-concept - moral. Null Hypothesis 4 There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their social adjustment. Table - 4. Difference between Rural Female Higher Secondary Students studying in Tamil medium and English medium in their Social Adjustment Tamil Variable Social Adjustment N Mean SD N English Mean SD 2.95 Calculated t Value 0.43 Table Remark Value 1.96 NS

600 18.15

3.36 400 18.23

It is inferred from the above table that there is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their social adjustment. Null Hypothesis 5 There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their social adjustment. Table - 5. Difference among Rural Female Higher Secondary Students studying in Government, Aided and Private Schools in their Social Adjustment Variable Social Adjustment Between SS 4.28 MSV df 2.14 SS Within MSV df 2 10243.32 10.27 997 Calculated Table Remark F Value Value 0.21 3.00 NS

It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in government schools, aided schools and private schools in their social adjustment. Null Hypothesis 6 There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their social adjustment. Table - 6. Difference among Rural Female Higher Secondary Students studying in Mathematics, Science and Computer Science Groups in their Social Adjustment

Variable Social Adjustment

Between SS MSV df SS

Within MSV df

Calculated Table Remark F Value Value 1.51 3.00 NS

30.86 15.43 2 10216.74 10.25 997

It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their social adjustment.

Null Hypothesis 7 There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their parental encouragement. Table - 7. Difference between Rural Female Higher Secondary Students studying in Tamil medium and English medium in their Parental Encouragement Tamil English Calculated Table Variable Remark Value N Mean SD N Mean SD t Value Parental 600 104.59 8.43 400 104.92 8.21 0.62 1.96 NS Encouragement It is inferred from the above table that there is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their parental encouragement. Null Hypothesis 8 There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their parental encouragement. Table - 8. Difference among Rural Female Higher Secondary Students studying in Government, Aided and Private Schools in their Parental Encouragement Between Within Calculated Table Variable Remark Value SS MSV df SS MSV df F Value Parental 73.19 36.59 2 69421.29 69.63 997 0.53 3.00 NS Encouragement It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in government schools, aided schools and private schools in their parental encouragement. Null Hypothesis 9 There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their parental encouragement. Table - 9. Difference among Rural Female Higher Secondary Students studying in Mathematics, Science and Computer Science Groups in their Parental Encouragement Between Within Calculated Table Variable Remark Value SS MSV df SS MSV df F Value Parental 38.76 19.38 2 69455.71 69.66 997 0.28 3.00 NS Encouragement It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their parental encouragement. 9

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Null Hypothesis 10 There is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their achievement in physics. Table - 10. Difference between Rural Female Higher Secondary Students studying in Tamil medium and English medium in their Achievement in Physics Tamil English Calculated Table Variable Remark Value N Mean SD N Mean SD t Value Achievement in 600 113.75 28.50 400 112.37 28.15 0.76 1.96 NS Physics It is inferred from the above table that there is no significant difference between rural female higher secondary students studying in Tamil medium and English medium in their achievement in physics. Null Hypothesis 11 There is no significant difference among rural female higher secondary students studying in government, aided and private schools in their achievement in physics. Table - 11. Difference among Rural Female Higher Secondary Students studying in Government, Aided and Private Schools in their Achievement in Physics Between Within Calculated Table Variable Remark Value SS MSV df SS MSV df F Value Achievement in 74.42 37.21 2 803248.55 805.67 997 0.05 3.00 NS Physics It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in government schools, aided schools and private schools in their achievement in physics. Null Hypothesis 12 There is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their achievement in physics. Table - 12. Difference among Rural Female Higher Secondary Students studying in Mathematics, Science and Computer Science Groups in their Achievement in Physics Between Within Calculated Table Variable Remark Value SS MSV df SS MSV df F Value Achievement 2362.50 1181.25 2 800960.48 803.37 997 1.47 3.00 NS in Physics It is inferred from the above table that there is no significant difference among rural female higher secondary students studying in mathematics, science and computer science groups in their achievement in physics. 11

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Null Hypothesis 13 There is no significant association between self-concept of rural female higher secondary students and their family monthly income. Table - 13. Association between Self-concept of Rural Female Higher Secondary Students and their Family Monthly Income Dimensions df Table Value Remark Calculated Value Physical 4 4.45 9.49 NS Social 4 0.15 9.49 NS Temperamental 4 4.67 9.49 NS Educational 4 1.43 9.49 NS Moral 4 11.88 9.49 S Intellectual 4 0.48 9.49 NS Self-concept in Total 4 1.99 9.49 NS It is inferred from the above table that there is no significant association between selfconcept in total and its dimensions physical, social, temperamental, educational and intellectual self-concepts of rural female higher secondary students and their family monthly income. But, there is significant association between moral self-concept of rural female higher secondary students and their family monthly income. Null Hypothesis 14 There is no significant association between social adjustment of rural female higher secondary students and their family monthly income. Table - 14. Association between Social Adjustment of Rural Female Higher Secondary Students and their Family Monthly Income Variable Social Adjustment df 4 Calculated Value 0.76 Table Value 9.49 Remark NS

It is inferred from the above table that there is no significant association between social adjustment of rural female higher secondary students and their family monthly income. Null Hypothesis 15 There is no significant association between parental encouragement of rural female higher secondary students and their family monthly income. Table - 15. Association between Parental Encouragement of Rural Female Higher Secondary Students and their Family Monthly Income Variable Parental Encouragement df 4 Calculated Value 2.11 Table Value 9.49 Remark NS

It is inferred from above table that there is no significant association between the parental encouragement of rural female higher secondary students and their family monthly income.

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Null Hypothesis 16 There is no significant association between achievement in physics of rural female higher secondary students and their family monthly income. Table - 16. Association between Achievement in Physics of Rural Female Higher Secondary Students and their Family Monthly Income Variable Achievement in Physics df 4 Calculated Value 3.07 Table Value 9.49 Remark NS

It is inferred from the above table that there is no significant association between achievement in physics of rural female higher secondary students and their family monthly income. Null Hypothesis 17 There is no significant relationship between self-concept of rural female higher secondary students and their achievement in physics. Table - 17. Relationship between Self-concept of Rural Female Higher Secondary Students and their Achievement in Physics Dimensions N Table Value Remark Calculated Value Physical 1000 0.246 0.062 S Social 1000 0.133 0.062 S Temperamental 1000 -0.023 0.062 NS Educational 1000 -0.199 0.062 S Moral 1000 -0.102 0.062 S Intellectual 1000 -0.042 0.062 NS Self-concept in Total 1000 -0.034 0.062 NS It is inferred from the above table that there is no significant relationship between self-concept in total and its dimensions temperamental and intellectual self-concepts of rural female higher secondary students and their achievement in physics. But, there is significant relationship between physical, social, educational and moral self-concepts of rural female higher secondary students and their achievement in physics. Null Hypothesis 18 There is no significant relationship between social adjustment of rural female higher secondary students and their achievement in physics. Table - 18. Relationship between Social Adjustment of Rural Female Higher Secondary Students and their Achievement in Physics Variable Social Adjustment N 1000 Calculated Value -0.296 Table Value 0.062 Remark S

It is inferred from the above table that there is significant relationship between social adjustment of rural female higher secondary students and their achievement in physics.

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Null Hypothesis 19 There is no significant relationship between parental encouragement of rural female higher secondary students and their achievement in physics. Table - 19. Relationship between Parental Encouragement of Rural Female Higher Secondary Students and their Achievement in Physics Variable Parental Encouragement N 1000 Calculated Value -0.216 Table Value 0.062 Remark S

It is inferred from the above table that there is significant relationship between parental encouragement of rural female higher secondary students and their achievement in physics.

CONCLUSION
From the analysis, it is found that the chosen psychosocial variables - physical, social, educational and moral dimensions self-concept, social adjustment and parental encouragement of rural female higher secondary students have significant influence on their achievement in physics. Hence, it is concluded that adequate care and attention for instilling these qualities among the rural female higher secondary students in order to develop in their psychological, social, emotional and economical stratum in the future.

REFERENCES
1. Aggarwal, Y.P. (1990) Statistical Methods, Concepts, Applications and Computations, Sterling Publishers Pvt. Ltd., New Delhi. 2. Digumarti Bhaskara Rao (1996) National Policy on Education, Anmol Publications Pvt. Ltd., New Delhi. 3. George Herbert Mead (1934) Mind, Self, and Society. Ed. by Charles W. Morris. University of Chicago Press. 4. Rakesh Kumar (2007) Girls Education An Obligation of the State, Vista International, New Delhi. 5. Sita Anantha Raman (1996) Getting Girls to School: Social Reform in the Tamil Districts, Sree Publishers, Calcutta.

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