International Indexed & Refereed Research Journal, ISSN 0974-2832,(Print)E-ISSN-2320-5474,April- May (Combind),2013 VOL-IV * ISSUE 51-52

Research Paper - Education

A study of academic achievement of school student in relation to their study habits, academic anxiety and academic motivation.
* Mr. Dinesh Kumar
*Assistant Professor, Satish Public College of Education, Rewari, Haryana A B S T R A C T
The present study aims at finding the relation of academic achievement to their study habits, academic anxiety and academic motivation. The total sample for the study comprises 200 students of 9th class from six different Government schools which were selected randomly from the selected blocks. M.N.Palsane and Ravi Sandhu's Study Habit Inventory, Sinha's Comprehensive Anxiety Test (SCAT), Sharma's Academic Achievement Motivation Test (AAMT) were administered on the sample. The data were analyzed with the help of Mean, S.D., 't' Test and Correlation. Results revealed that Academic achievement is affected by study habit. On the other hand the relationship between academic anxiety & academic achievement is negative. Also there is positive correlation between the academic motivation and academic achievement. An Important conclusion as regard to different factors related to achievement is that the academic motivation academic anxiety and study habits having significant impact on academic achievement of school students.

April-May,2013

Intorduction The nature of education is dynamic since the inception of mankind. It has gone under many changes according to the changing needs, aspiration and conditions of the country. It is said that education is a lifelong process and goes from birth to death. It is an education gone from womb to tomb. Education is very essential for human beings. It provides vision and the sense of discrimination among them. When the education of the literature becomes the necessity in the society, it leads to the organization of formal system of education. The industrialization shifted productive work from family to factory in which parents used to remain away from the family and could not look after their children properly. At this stage the formaleducation in the schools became a substitute of the parents. The industrialized society also demanded certain types of skills, knowledge which other system could not give to the students. The remunerative employment also made the people to give more importance to the formal education. Therefore, the formal system of education developed fast in the societies of the world to meet the needs of the society. Study-habits The term study habits have been used to mean various methods and practices adapted by the students in their school and college studies. Poor study habit is one of the biggest and most persistent problems among the school and college students. Effective study consists of many more than merely memorizing facts. It calls for knowing where and how to obtain facts and the ability to make intelligent use of time. It means that the student must be able to organize, classify and arrange facts in their proper relationship to the subjects being studied.

Academic Anxiety Modern civilization with its highly developed technology has rightly been termed the age of anxiety. There is hardly an individual who has not experienced moment of anxiety in his life. Students are very anxious about their result, candidates are anxious about getting a job, parents are anxious about the future of their sons and daughters, son and so forth. Anxiety is a fear of feature to meet a standard or fear that one does not hold the appropriate standard. Anxiety is a state of tension existing when on apprehends an unfavorable estimate b a significant person. Back defined anxiety as "An unpleasant emotion that is accompanied by automatic discharge and subjectively experienced as tension or nervousness." Academic Motivation One of the major concerns of teachers in the classroom is the motivation of children. By persuasion affection caring, threat, reward and other actions and effects, motivation can be inculcated, causing fewer disciplinary problems. Motivation is the essential part of learning. The learner learns what he wants to learn much more effectively when he is motivated to learn. Therefore, motivating the student to learn to the best of their capacities is the one of the basic requirement of classroom teaching. It is the motivation that provides fore and direction to the behavior of students. Objective of The Problem The main objectives of the present study are as under 1. To study the academic achievement of school students. 2. To compare the academic achievement of boys and girls of school. 3. To study the academic achievement of school students in relation to their study habits.

SHODH, SAMIKSHA AUR MULYANKAN

International Indexed & Refereed Research Journal, ISSN 0974-2832,(Print)E-ISSN-2320-5474,April- May (Combind),2013 VOL-IV * ISSUE 51-52

4. To study the academic achievement of schools students in relation to their academic anxiety 5. To study the academic achievement of school student s in relation to their academic motivation. 6. To study the effect of academic motivation, aca demic anxiety and study habits on the achievement of school students. Hypothesis There is no significant difference between the academic achievement of Boys and Girls of schools. 1. There is no significant correlation between the academic achievement of school students and their study habits. 2. There is no significant difference in academic achieve ment of school students having good or bed study habit. 3. There is no significant difference in academic achieve ment of school students having low and high aca demic anxiety. 4. There is significant difference in academic achieve ment of school students having low and high aca demic motivation. 5. The academic motivation, academic anxiety & study habits having no significance impact in academic achievement of school students. The Sample The sample for present study was selected randomly from the schools situated in Pataudi block of Gurgaon District and Rewari Block of Rewari District. The total sample for the study comprises 200 students of 9th class from six different Government schools which were selected randomly from the selected blocks. Tools To collect the date from sample following tools have been used for the purpose study. 1. Study Habit Inventory M.N.Palsane (Pune) & Ravi Sandhu 2. Academic Achievement % age of Marks obtained in middle close in B.S.E.H., Bhiwani 3. Sinha's Comprehensive Anxiety Test (SCAT) A.K.P.Sinha (Raipur) & L.N.K. Sinha. (Patna) 4. Sharma Academic Achievement Motivation Test (AAMT) Dr. T.R. Sharma (Patila) Statistical Techniques After calculating the data it was analyzed by using the following statistical techniques. Mean,Standard deviation,'t' Test, Correlation Findings Hypothesis 1 There is no significant difference in academic achievement of boys and girls.

Table 4.1.0 Table showing mean S.D. 't' value of academic achievement of the boys and girls Groups No. Mean S.D t-value Sig/Not Sig Boys 50 62.4 10.4637 0.6214 Not-Significant Girls 50 61.11 10.2956

Therefore it can be concluded that .boys and girls do not differ significantly. It means that academic achievement is not affected by their sex. Hypothesis 2 There is no significant correlation in academic achievement of school students having good or bad study habit. Table 4.2.0 Table showing Value of (r) for study habits scores and Academic achievement of school students N r 100 0.563 This can be concluded that the students possess fairly good study habit and consequently their academic achievement is also fairly good. Hypothesis 3 There is no significant difference in academic achievement of school student's studies having good or bad study habit.
Table 4.3.0 Table showing mean S.D., 't' value of academic achievement of the boys and girls Groups No. Mean S.D t-value Sig/Not Sig Good study 6 2 62.339 7.978 5.6097 Significant Habit Bad study 38 50.25 11.722

Therefore it can be concluded that academic achievements effected by good or bad study habit. Hypothesis 4 There is no significant difference between academic achievement of school students having low and high academic anxiety.
Table 4.4.0 Table showing mean S.D. 't' value of school students of academic achievement having high and low academic anxiety Groups No. Mean S.D t-value Sig/Not Sig High Acad. 81 54.509 9.81 2.962 Significant Anxiety Low Acad. 19 62.5 10.13 Anxiety

Therefore it can be concluded that academic. Achievement is affected by high and Low Academic Anxiety. Hypothesis 5 There is no significant correlation in academic achievement of school students and their academic anxiety. Table 4.5.0 Table showing the Value of (r) for academic anxiety scores and Academic achievement N r 100 - 0.36

International Indexed & Refereed Research Journal, ISSN 0974-2832,(Print)E-ISSN-2320-5474,April- May (Combind),2013 VOL-IV * ISSUE 51-52

Thus it can be concluded that there is reverse relationship between Academic Anxiety and academic achievement of school student. It means that if Academic Anxiety increases then Academic Achievement will decrease and vice-versa. Hypothesis 6 There is no significant difference in academic achievement of school students having low and high academic motivation. Therefore it can be concluded that Academic achievement possessed by students with his academic motivation was found to be better.
Table 4.6.0 Table showing mean S.D.'t' value of school students showing academic achievement having high and low academic motivation Groups No. Mean S.D t-value Sig/Not Sig High Acad. 6 5 62.96 9.353 7.39 Significant Motivation Low Acad. 3 5 53.59 9.493 Motivation

Hypothesis 7 There is no significant correlation in academic achievement of school students and their academic motivation. The value of (r ) is 0.655 which is high. This shows that academic achievement and academic motivation are highly correlated

Table 4.7.0 Table showing the value of (r) for academic motivation scores and academic achievement. N r 100 0.655 Conclusion Boys and girls of school do not differ significantly in their academic achievement. Further it was found that Academic achievement is affected by study habit. It means the student possesses fairly good study habit and consequently their academic achievement is also fairly good and vice - versa. On the other hand the relationship between academic anxiety & academic achievement is negative. The students having low academic anxiety have high academic achievement and the school students with high academic anxiety has low academic achievement. Also these is positive correlation between the academic motivation and academic achievement It means high academic motivation group have high achievement and low academic achievement have low academic achievement. An Important conclusion as regard to different factors related to achievement is that the academic motivation academic anxiety and study habits having significant impact on academic achievement of school students.

R E F E R E N C E
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SHODH, SAMIKSHA AUR MULYANKAN