Anisha

A STUDY ON SELF LEARNING AND ACADEMIC

ACHIEVEMEENT OF HIGH SCHOOL

STUDENTS
Dissertation submitted to Tamil Nadu Teachers Education University Chennai

In partial fulfillment for the award of the Degree of

MASTER OF EDUCATION
By
ANISHA L K
Reg. No: 1091021MD003
Under the Guidance of
Mr. Manisekaran
Assistant Professor
Immanuel Arasar College of Education
IMMANUEL ARASAR COLLEGE OF EDUCATION

NATTALAM, MARTHANDAM, KANYAKUMARI DISTRICT
MAY - 2023
Mr. Manisekaran
Assistant Professor
CERTIFICATE
Certified that the dissertation entitled, “A STUDY ON SELF LEARNING
AND ACADEMIC ACHIEVEMEENT OF HIGH SCHOOL STUDENTS” submitted by
ANISHA L K , Reg No : 1091021MD003 ,is a record of research work carried out by her
for the Degree of Master of Education under my guidance. This dissertation is an original
work of the candidate and to the best of my knowledge has not been submitted in part or in
full any Diploma, Degree, Associate ship, Fellowship or other similar titles in this or any
other university.
Place :Nattalam
Date : Signature of the Guide

ANISHA L K ,
M.ED, Student
Nattalam.
DECLARATION
I hereby declare that the dissertation entitled “A STUDY ON SELF LEARNING
AND ACADEMIC ACHIEVEMEENT OF HIGH SCHOOL STUDENTS” submitted by
me for the Degree of Master of Education is the result of my original and independent
research work carried out under the guidance of Mr. Manisekaran Assistant Professor,
Immanuel Arasar College of Education, Nattalam, Kanyakumari District and this work has
not formed the basis for the award of my Degree, Diploma, Fellowship or any other similar
title of any university or institution previously.
Place :Nattalam ANISHA L
Date : (Investigator)
ACKNOWLEDGEMENTS
First of all, I thank God Almighty, the eternal source of knowledge and wisdom, for
the inspirations, guidance and strength received for completing this study.
I express my sincere gratitude to my guide Mr. Manisekaran, Assistant
Professor, Immanuel Arasar College of Education for the her valuable suggestions,
guidance, supervision and thoughtful insight in carrying out this dissertation. I gratefully
remember her sustained encouragement and sincere efforts throughout my period of study.
I greatly acknowledge my sincere thanks to our beloved Principal Dr. L. VINILA
for her valuable suggestions and help for widening my knowledge regarding the study.
I also thank the Head of the Institution of various schools who gave me permission
for collecting data from their schools I extend my sincere thanks to our librarian, and
Assistant librarian, for helping me to collect all the resources from the library.
I express my sincere thanks to my parents, sisters and my husband who have
directly and indirectly contributed in this dissertation.
ANISHA L K
CONTENTS
S.NO. CHAPTERS PAGE NO.
I CONCEPTUAL FRAME WORK 1
II REVIEW OF LITERATURE 36
III METHODOLOGY 49
IV ANALYSIS OF DATA 69
V FINDINGS, RECOMENTATIONS AND 90

SUGGESTIONS
BIBLIOGRAPHY
APPENDIX
PAGE
S.NO. CONTENTS
NO.
CHAPTER I
1.1 Self Learning 2
1.2 Self-Directed Learning 3
1.3 Principles of Self Learning 4
1.4 Process of Self-Learning 6
1.5 Importance of Self-Learning 8
1.6 Characteristics of Self-Learning Materials 9
1.7 Factors Influencing Self-Directed Learning 13
1.8 Benefits of Self-Directed Learning 17
1.9 Supporting Self-Directed Learning 18
1.10 Academic Achievement 22
1.11 Factors Influencing Academic Achievement 25
1.12 Factors Affecting Academic Achievement 26
1.13 Important of Academic Achievement 27
1.14 Ways of Academic Achievement 29
1.15 Significance of The Study 30
1.16 Statement of The Problem 31
1.17 Title of The Study 31
1.18 Operational Definitions 31

1.19 Objectives of the study 32
1.20 Hypotheses of the study 33
1.21 Delimitations Of The Study 35
CHAPTER II
2.1 Introduction 36
2.2 Studies Related to Self Learning 37
2.3 Studies Related to Academic Achievement 44
CHAPTER III
3.1 Introduction 49
3.2 Methods Of Research 49
3.3 Method Adopted In The Present Study 51
3.4 Purpose And Uses Of Survey Method 51
3.5 Characterisitics Of Normative Survey Method 51
3.6 Tools Used In The Present Study 52
3.7 Validity Of The Test 52
3.8 Reliability Of The Test 55
3.9 Statistical Techniques Used 66
CHAPTER IV
4.1 Introduction 69
4.2 Data Analysis 69
4.3 Objectives Testing 69
CHAPTER V
5.1 Over View 90
5.2 Significance of the Study 90
5.3 Objectives of The Study 91
5.4 Hypotheses of The Study 92
5. 5 Findings on Self learning 94
5.6 Findings on Academic Achievement 95
5.7 Interpretations 95
5.8 Educational Implications 96
5.9 Suggestions for further Study 98

LIST OF TABLES
S.NO. TITLE PAGE NO.
3.1 Difficulty index of Items in the Self Learning 53
Scale
3.2 56
Detailed of the Sample Selected
3.3 57
Gender –Wise Distribution of the Sample
3.4 Group –Wise Distribution of the Sample 58
3.5 Student’s Locality–Wise Distribution of the Sample 59
3.6 School’s Locality – Wise Distribution of the Sample 60
3.7 Type Of School – Wise Distribution of the Sample 61
3.8 Distribution of Sample Based of Father’s Educational 62
Qualification
3.9 Distribution of Sample Based of Mother’s Educational 63
Qualification
3.10 Distribution of Sample Based on of Father’s 64
Occupation
3.11 Distribution of Sample Based on Father’s 65
Occupation
4.1 Significant Difference Between Self Learning of High 70
School Students With Respect to their Gender

4.2 Significant Differences Between Self Learning of High 71
School Students With Respect to their Group
4.3 Results of Scheffe’s Procedure 72
School Students With Respect to their Locality of the
Students
School Students With Respect to their Locality of the
School
4.6 Significant Difference between Self Learning of High 74
School Students with Respect to their type of School
School Students With Respect to their Qualification of

Father
School Students With Respect to their Qualification of

Mother
4,9 Significant Difference Between Self Learning of 77
High School Students With Respect to their
Occupation of Father
School Students With Respect to their of Occupation
Mother
4.11 Significant Difference Between Academic Achievements 79
of High School Students With Respect to their Gender
4.12 Significant Difference Between Academic Achievement of 80
High School Students With Respect to their Group
of High School Students With Respect to their Locality of
Students
of High School Students With Respect to their Locality

of School
of High School Students With Respect to their type of
School
of High School Students With Respect to their
Qualification of Father
of High School Students With Respect to their
Qualification of Mother
4.18 Results Of Scheffe’s Procedure 86
of High School Students With Respect to their Occupation

of Father.
4.20 88
Significant Difference Between Academic
Achievements of High School Students With Respect to
their Occupation of Mother
4.21 89
Relationship Between Self Learning and Academic
Achievement.
1
CHAPTER- 1
CONCEPTUAL FRAME
WORK
Education is the medium that gives us the skills, techniques, information and
knowledge to know, understand and respect the duties we have towards our society,
families and the nation. Therefore, the magnitude of the importance of education in life is
huge as well as multifold. The importance of education in life is that it helps everyone
develop a good perspective of looking at the world and our society. Education helps us in
getting new ideas and exploring new ideas. Education helps a person to get knowledge and
improve confidence in life. It can help you improve in your career and your personal
growth. An educated person can become a great citizen in society. It helps you to take the
right decisions in life. The modern, developed and industrialized world is running on the
wheels of education. To be able to survive in the competitive world, we all need education
as a torch that leads the way. Mentioned below are the various features of education which
outline the importance of education in human life: The chances of an educated person
getting involved in crime or criminal acts are very low. An educated person is well aware
of his/ her surroundings and is less susceptible to getting cheated or be fooled. The
empowerment of women is an essential and important pillar to optimize the good
functioning of our society and nation as a whole. We can break old customs like child
marriage, sati, dowry, etc only by educating the men and women of our nation.
The fundamental right of Right to Freedom and Expression can only be
achieved if the women of our country are educated and empowered. We can win the fight
against the many social evils. Education is pivotal in removing our poverty from our
society and our country. The clutches of poverty are very harsh and one of the main factors
behind all the problems of our society. If a person if well educated, he/she can get a good
job and earn money to sustain his/ her family. Education teaches everyone the importance
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of peace and brotherhood. The importance of staying united and spreading love is the need
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of the hour. To achieve world peace and prevent war and terrorism, education is important.
A good political ideology can only be developed if the citizens of our country are educated
and taught the importance of following and respecting the law and order of our country.
Law-abiding citizens contribute majorly in improving and sustaining the law and order of
the country and the world.
1.1 SELF LEARNING

Self-learning is defined as a method of garnering information and after processing
and retaining it without taking the help of another individual. It is the responsibility of the
learner to learn and hold on to the knowledge without the help of another human resource.
It is a modern way of learning that helps a person to teach himself skills and knowledge
that will prove relevant to his daily activities. It has not replaced the instructional learning
process that has been used traditionally instead has become an extra key that will open the
doors of knowledge for everyone who is interested in acquiring it. Learning is a challenge
and self-learning a step higher as the learner will require more patience and discipline than
a general student who has enough material at his tips to study it without the extra effort.
Self-learning has proved it’s worth a hundred times over as it keeps the individual happy,
motivated and engaged. It works as a handy tool that leads to
high performance and efficiency levels. It is useful for individuals who do not have enough
time to enroll themselves in formal courses because of some reason or other. When a
learning process is not forced and the student wants to take the first step at self learning
voluntarily then it is a move in the right direction. Self learning has to happen from within
because you cannot force someone to do it effectively. It is actually motivated by a desire
to make yourself richer in knowledge so that you can better your circumstances. Self-
learning is considered enriching and worthwhile because the learner can set a pace that is
convenient and affordable. With the advent of the internet, it has become the process of
self-learning has become very easy and flexible. It is especially beneficial for professionals
who want to brush up their skills to refresh and hone their knowledge.
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Learning at a distance is not a new concept for most of us. It is known by several
names, such as home study, postal tuition, correspondence courses, independent study, off-
campus study, external study, non-formal education, etc. At this stage, you may recall what
you have studied in Block 1 of this course. Distance education is supported by
communication technology .and based on sound principles of instructional design. It is
when openness is built into it in forms of both removal of constraints to access and
learning as well as provision of learner choice of control on self-learning, we call it open
distance learning (ODL).
1.2 SELF-DIRECTED LEARNING

Self-directed learning has existed even from classical antiquity. For example, self-
study played an important part in the lives of such Greek philosophers as Socrates, Plato,
and Aristotle. Other historical examples of self-directed learners included Alexander the
Great, Caesar, Erasmus, and Descartes. Social conditions in Colonial America and a
corresponding lack of formal educational institutions necessitated that many people learn
on their own. Early scholarly efforts to understand self-directed learning took place some
150 years ago in the United States. Craik (1840) documented and celebrated the self-
education efforts of several people. About this same time in Great Britain, Smiles (1859)
published a book entitled Self-Help, that applauded the value of personal development.
However, it is during the last three decades that self-directed learning has become a major
research area. Groundwork was laid through the observations of Houle (1961) (University
of Chicago, Illinois). He interviewed 22 adult learners and classified them into three
categories based on reasons for participation in learning: (a) goal-oriented, who participate
mainly to achieve some end goal; (b) activity-oriented, who participate for social or
fellowship reasons; (c) learning-oriented, who perceive of learning as an end in itself. It is
this latter group that resembles the self-directed learner identified in subsequent research.
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1.3 PRINCIPLES OF SELF LEARNING
 CONSCIOUSLY
This refers to designing yourself by choosing what you want to learn. What you
know and what you are capable of is an essential part of your identity. If you know
who you want to be in the future, you can then learn yourself into that new you
 LEARN ANYTHING, ANYTIME
This refers to the understanding that you can learn anything you are willing to put
enough effort into. Any time is a good time: it only requires your decision.
 LEARNING OUTSIDE THE CLASSROOM
This reinforces the point that you don’t need a classroom or a formal process
to learn. Once you learn how to learn, you can self-direct your learning. As we will see
further ahead, this does not mean you don’t need teachers: it only implies you can
choose who can be your teacher, and design your own “programs”. The principle also
challenges the idea that learning only happens in school. You learn all the time, and
your most profound education often come from everyday life. So why do we associate
learning with school?
 LEARNING CONNECTED TO THE ENVIRONMENT
Where and with whom you learn affects learning. Different physical, virtual and
social environments influence your abilities and motivations. It is different to learn in
the subway, than in a park; to learn with peers who have similar goals, rather than with
friends who do not care; to learn while concentrating, rather than looking at social
media notifications every five minutes. What is an appropriate learning environment
for you is something very personal and depends on your preferences, habits and
character.
 LEARNING MEANINGFUL
This refers to the idea that we most easily learn what is meaningful for us.
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Things which seem meaningless are quickly forgotten. You are the only one who can
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give meaning to your learning. The first step in any learning process is, therefore, to be
clear on why or how it is meaningful for you.
 LEARNING FUN
Many school experiences leave us with negative feelings about learning. It
may be difficult, but it does not have to be boring. In fact, it can be a very happy
experience. The joy of learning is one of the greatest rewards that come from acquiring
self-direction.
 LEARNING INVOLVES CHANGING BRAIN
It is a scientific fact that your brain is plastic. Learning is about changing
your brain and yourself. Therefore, it is not only about acquiring knowledge or
abilities, but also about modifying your cognitive structure, which is the basic mental
process you use to make sense of information.
 INTEGRATE FAILURE
This principle turns failure into learning. Many school processes make us
believe that the point of learning is to avoid making mistakes, which are rarely
celebrated — but should be.A self-directed learner integrates failure into their learning
processes without feeling bad about themselves. It is empowering to transform failure
into knowledge.
 RESPONSIBILITY LEARNING
This means that you are in charge of your own learning. Other people can
help you learn, but no one else can learn for you. Learning is your choice.
 LEARNERS
We are all born to learn. Learning is a fundamental characteristic of being
human. Teachers and students are learners. It is a horizontal relationship in the sense
that everyone has something to teach and something to learn.

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1.4 PROCESS OF SELF-LEARNING
 OBJECTIVES AND GOALS
It is important for a self-learner to be clear in his mind about his objectives

and goals. Remember he has to study and learn independently through intentional learning
and thus he needs to be clear in his perception from the beginning. Start the process of
self- learning by setting up result-oriented and smartly formulated objectives. Define the
topics and what needs to be covered so that you can gather relevant information without
wasting any time.
 RELIABLE SOURCE
With the advent of the internet, you will find thousands of materials for any of
the topics you want to pursue. Make sure that you have reached a reliable source that has
credibility so that the information is correct and verified.Another thing to remember is that
you do not need an abundance of study material as it will make you confused and will
waste your time sorting through for relevant matter. Be careful in your endeavor and filter
the necessary from the unnecessary so that you can utilize the time expediently.
 CURIOUS
If you are curious then you will have to dig deep and this will uncover facts that
will help you in your self-learning process. As per several medical journals, curiosity is a
trait that makes life exciting and ultimately more productive.
 SUBJECT INTERESTING
Are you going through the process of self-learning only because you have to or
are you seriously interested in that subject Remember disinterest will not take you far and
hence motivate yourself early on if you want to attain your goal. You can learn only what
you want to learn and hence make sure you have a viable reason to study. For instance, if
the process of self-learning will help you in getting a promotion you can motivate yourself
by reminding about it at regular intervals. You can make the subject interesting by
integrating visual study material so that you do not get bored while learning.
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 COVER TOPIC
If you are stuck at any point during self-learning it is better to adopt a new angle
and move on. Try to study from the alternative material that you have at your disposal for a
change as it might offer you a new perspective. Don’t stick to conventional and traditional
approaches instead explore new and unconventional ideas to get out of the rut.
 DEAL WITH ISSUES
Problems and issues are an integral part of self-learning hence prepares yourself
for every eventuality. It is a new step for you and issues are bound to crop up. Face them
head-on. Have confidence and try to find viable alternatives so that you can get a clear
picture. This will make it easier to handle them.
 USE TECHNOLOGY
If you have a handy tool then be smart and use it. Technology is one such key
that can do wonders during the process of self-learning. Tutorials, study materials,
questionnaires, notes, etc are available through the internet very easily. Do not stick to
a fixed timetable. The beauty of self-learning is that it does not have to be time-
constrained. The learner does not have to follow a fixed regime and that is a serious
plus. Adjust your time in such a manner that you can utilize your free time effectively
through the process of self-learning.
 SEEK LEARNING COMMUNITIES
Sometimes it is difficult to be the only student in a class as the loneliness starts

getting to you. Seek and join an online learning community where you can share your
knowledge and queries with other members. Make sure that the community has an interest
in topics that are similar to your study material. Learning communities have proved to be
life-support to learners as it gives the necessary advice and encouragement to move
forward diligently.
 TAKING VIABLE BREAKS
The process of self-learning emphasizes the need for taking viable breaks in
between. This helps to refresh the mind and body so that they can become aligned once
again.
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1.5 IMPORTANCE OF SELF-LEARNING
 Self-learning helps a person in understanding the basic concept of learning and it
says that everyone has to learn by himself at the end of the day. As you go deeper
you start exploring new horizons that might have been a taboo in traditional form of
learning and this can open further doors. Actively pursuing your goals single-
handedly gives the learner the necessary confidence to deal with the eventualities of
life by any means.
 The importance of self-learning is that it takes the crutches away. You are no longer
dependent on others and this proves beneficial in the long run. Identifying and
tackling problems works as a booster and gives you immunity against issues and
problems that a person faces in life.
 Self-learning helps you to find the ground under your feet. It prepares you for the
future where you have to work alone to reach your goal. The resilience and the
immunity that you gain here are the key tools that will take you further in life.self
learning is also important since any learning is effective only when such learning
happens from within and not forced due to external circumstances. In other words,
self-learning is motivated by a desire from within which makes it useful for learners
to actualize the drive and the necessary motivation from within so that such learning
is enriching.
 Apart from this, the luxury of learning at one’s own pace and at a time of choosing
means that learners can pick up from where they left off in addition to learning from
any device or location that makes such learning a leisurely experience.In times
when everybody is pressed for time, and formal education comes with its own time
constraints, self-learning ensures that one is not under any pressure whatsoever to
push oneself. In addition, learners from anywhere in the world and everywhere in
the world can access self-learning portals such as this to learn anytime and every
time.This makes self learning worthwhile and convenient apart from making it
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affordable. Indeed, the fact that self-learning is relatively cheaper when compared
to formal degrees and formal institutionalized learning means that it is also an
affordable way of learning that ensures much time and cost savings for the learners.
1.6 CHARACTERISTICS OF SELF-LEARNING MATERIALS
 SELF-MOTIVATING
Self-learning materials are like teachers and therefore must motivate and
encourage students to learn. The materials should be able to arouse the curiosity of the
students, should encourage them to raise problems and relate situations with the
knowledge they have gained. The self-learning material must make the learning process
meaningful for the learners.
 SELF-LEARNING
Self-learning materials must be true to their nature and facilitate self-learning.

These materials must offer features like directions, hints, references, etc so that the
students can learn in an independent manner. The learning material must be supported by
examples, explanations, illustrations as well as activities.
 SELF-EXPLANATORY
Self-learning material must be self-explanatory, in the sense that the learner must
be able to go through the material and comprehend it without any external support. The
self-learning material must be conceptually clear and must also be consistent. It is
therefore essential to analyse the content logically before it is developed.
 SELF-CONTAINED
Self-learning material must be sufficient in itself so that minimum external support

is required. There are many students who cannot access external support when they are
distance education learners because of their remote locations. It is therefore essential that
the self-learning material is designed in a manner that content can be visualised in an easy
and effective manner.
 SELF-DIRECTED
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The material must provide support and guidance to the learners at each stage of
learning. The material must be self-directed and must be in the form of easy explanations,
sequential development, illustrations, learning activities, etc. Like a teacher, the material
must direct the learners at every step of learning.
 SELF-EVALUATING
When using self-learning materials, learners must be ensured that they are on the
right track and learning in the right manner. Therefore, self-learning material must include
evaluation. mechanisms like self-check questions, activities and exercises. Self-learning
materials must provide learners with the necessary feedback about their progress so that
they can be motivated and encouraged to continue and reinforce their learning.
 PRINCIPLES OF WRITING SELF-LEARNING MATERIALS
Preparation of self-learning materials depends on the synthesis of the theories of

learning and the theories of communication. Learning theory is concerned with the process
of acquiring knowledge, skills, and behavior. Communication theories, as applied to
education, with the forms and means of interaction between learners and teachers, guide us
to make the presentation of content or discussion more interactive. As you may aware,
instruction involves gaining and controlling attention, stimulating recall, facilitating
learning, providing feedback, arranging for remembering, and assessing outcomes; we
should therefore keep the following pedagogical points in mind while designing the self-
learning materials
 DRAWING AND MAINTAINING ATTENTION
In order to facilitate learning of the learners, we have to attract and sustain their
attention on what is being discussed. Many of the stimulation conditions that can attract
attention are popular among learners. These include change, novelty, and attractiveness of
the stimulus. Maintaining attention is a matter of achieving a set related to individual
goals, which motivate the learners read the text attentively.
 ENSURING RECALL OF PREVIOUSLY ACQUIRED KNOWLEDGE
We have seen that recall of prior knowledge is considered an essential condition of

learning. When the learner reads something new, helshe must first be association with
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what helshe already knows so as to comprehend the concepts of the unit being studied.
This, according to Piaget, helps in the assimilation of the learned content.
 GUIDING LEARNING
This is done by verbal or pictorial material that provides 'clues or hints' to new
principles. In part, advance organizers presented at the beginning introduction stage
perform this instructional function of guiding the learners.
 PROVIDING FEEDBACK
The learner needs feedback on his/ her accomplishments. One of the surest ways of
doing this is by defining the objectives of instruction clearly to the learners so that they
become fully aware what they have attained. The learners should know, while studying the
unit, whether they are on the right track. Various provisions of providing feedback such as
self-check questions exercises, assignments, academic counseling, tutorials etc can be
thought of.
 ESTABLISHING CONDITIONS
Effective SLMs provide situations to remember and transfer of learning as one of

the essential functions of instruction. We need to carefully include a series of problems to
develop the skills of transfer of learning. This is the process in which new ideas are
compared and contrasted to relate one's previously learned ideas. For remembering, we
need to provide for spaced review, which has often shown to be an effective technique.
 ASSESSING OUTCOMES
The outcomes of learning need to be assessed frequently. The skilled learner can
often perform this function with some success. But to test oneself is indeed a sophisticated
thing to do, and instructional material should provide as much help as possible in this
function.
 ASKING APPROPRIATE QUESTIONS
By working questions/exercises, the learners come to grips with the content,

Besides, the questions set in the 'self-check exercises' and/or activities take the learners
through various stages of reading comprehension. That is, some exercises or activities
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require the learners to infer ideas from the text and others demand the learners' reaction to
what is presented in the text. The uses of questions that elicit high-level comprehension
responses are important study strategies. The questions are posited at crucial junctures,
primarily for developing the skill of questioning the text, and comprehending the learning
points. The in-text questions, which are usually incorporated within the texts of self-
learning materials, direct the learners to derive ways to solve problems, and to find
analogies between certain problems views. They help to analyze, synthesize and evaluate
the learning materials. In self-learning materials, the questions are either presented in the
body of the text itself or presented at the end of the unit so that the learners can reflect on
what they have learnt in the unit. If a learner attempts these questions seriously and
honestly, his/her learning improves considerably.
 PROVIDING NONVERBAL AIDS
Illustrations, diagrams, charts, tables, etc. play a vital role in making self-learning
materials effective. Such non-verbal aids are effective, when it comes to registering
information. However, nonverbal items should not be looked upon as an alternative
technique of presenting knowledge, and therefore they are not a substitute for written
exposition. They are complementary or supplementary aids to the interpretation of verbal
representations. The use of non-verbal aids helps learners comprehend learning concepts
and develops the skill of transfer of learning.
 PRESENTING GLOSSARY
Glossaries are provided wherever necessary to ensure better comprehension of

learning points on the part of learners. In self-learning materials, 'glossaries' either precede
the reading passage with the aim of preparing the learner before hand for his/her encounter
with possible problems in the passage, or appear as explanations to particular problems as
the learner actually encounters them in the context. Glossaries may appear at the end of the
text also; in such a case, they may be called 'reference glossaries'. We need not discuss
which of these are more effective - their effectiveness primarily depends on the learning
style of the learners. The glossary will help the learners comprehend the concept destined
in the text. It refreshes and clarifies the learners' comprehension. The glossary may conl,lln
working definitions of all the crucial key, terms, concepts or expression\ introduced in a
unit.
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 USING ADVANCE ORGANIZER
Advance organizers i.e. information given to learners in advance provides

educational scaffolding for the retention of the material that follows in their coming lesson.
self-learning materials shun the idea of compartmentalization of units or lessons. Each unit
usually contains a brief introduction, which, presents an overview on what the learners
have already learnt studied (i.e. pre-knowledge) in the previous unit(s), introduces the new
learning points experiences to the learners. This helps in establishing a bridge between
what the learner knows and what he/ she is going to learn. Such links, in turn, help in
building coherence more economically.
1.7 FACTORS INFLUENCING SELF-DIRECTED LEARNING

When the individuals are participating in self-directed learning, it is vital for them
to develop interest and willingness. When they will possess interest and enthusiasm, have
access to support and guidance, they would be able to improve their performance and carry
out various tasks and activities in a well-organized manner. In order to carry out self-
directed learning in an appropriate manner, it is vital for the individuals to take into
account the following factors. These are, motivation, self-efficacy, support and
performance
 MOTIVATION
Motivation is referred to the force that drives the employees to work effectively
towards their goals. Motivation is manifested in the willingness and desire of the
individuals to carry out their tasks and activities in a well-organized manner that would
lead to achievement of goals and objectives. In educational institutions as well as in
employment opportunities, it is vital for the individuals to develop motivation towards
their work. In some cases, the educators as well as the employers put into practice
motivating factors that are necessary to generate the desired outcomes. The factors, which
are primarily used to motivate individuals are rewards and incentives. In educational
institutions, the students may be encouraged to participate in activities that may arouse
pleasure and contentment. Transformational learning theory posits the commitment of the
individuals towards learning. This is particularly when the feel that training programs are
important and when they have control over the learning .
In self-directed learning, the individuals have the right to put into practice the
learning methods on their own. When they put into practice the learning methods, they
ensure that they are in accordance to their grade levels, subjects and academic goals.
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Motivation should be stronger as compared to the other aspects of willingness to make use
of self-directed learning. Usually, the individuals develop motivation towards self-directed
learning, when they have a desire or goal to achieve. For instance, when they need to
generate awareness in terms of diet and nutrition, they may make use of various sources to
augment their understanding. Motivation enables the individuals to put in their time and
resources towards self-directed learning. When they will be motivated, only then they
would carry out their tasks and activities in a well-organized manner. This would enable
them to achieve the desired goals and objectives.
 SELF-EFFICACY
Self-efficacy is referred to the beliefs of the individuals in their qualifications and

abilities to achieve success in the implementation of various tasks and activities. It is vital
for the individuals to be confident and self-reliant, particularly concerning their tasks and
activities. It is essential for them to overcome any kind of apprehensiveness and
vulnerability. In order to augment self-efficacy, it is essential for the individuals to
generate awareness in terms of tasks and functions that they would be willing to carry out.
For this purpose, either they get enrolled in training programs or they make use of
resources to enhance their knowledge. These will enable them to be well-equipped in terms
of tasks and activities that they need to carry out to accomplish the desired goals. An
individual’s level of self-efficacy renders a significant contribution in approaching
challenges and difficulties and in formulating goals. It emerges from the social learning
theory, such that the actions of the individuals are influenced by observing the actions and
responses of others.
These observations help in shaping the cognitive processes and develop an
individual’s confidence in his or her ability by comparing his or her ability to what they
observe in others. The individuals with high levels of self-efficacy in one task may enable
them to form the viewpoint that they can be successful in the implementation of other tasks
as well. The other tasks can be put into practice with the belief that they are capable of
producing desirable outcomes. Educational institutions and individuals that are
experiencing challenges and problems from the other individuals as well as the
environment require higher levels of self-efficacy. Particularly, when the environmental
conditions are challenging and demanding, the individuals are required to ensure that they
generate awareness in terms of various tasks and functions, augment their skills and
abilities on a continuous basis and inculcate the traits of diligence, resourcefulness and
conscientiousness. These aspects will render an operative contribution in strengthening
self-efficacy.
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 SUPPORT
Transformational learning theory puts emphasis upon the significance of support. It

is apparent that in the achievement of desired goals and objectives, within the course of
pursuance of academic programs and participation in employment opportunities, one
cannot carry out tasks and functions in isolation. It is essential for the individuals to form
effective terms and relationships with others, particularly, their educators, supervisors,
fellow students, and colleagues. On the other hand, when the individuals are engaged in
self-directed learning, then too, it is vital for them to form good terms and relationships
with others. It is necessary for them to obtain adequate support and guidance. The
attitudes, behaviours and emotions of the learners are influenced by their perceptions of
support from the educators and other individuals. Support is referred to the perception that
the other individuals within the educational institutions, such as, educators, appreciate the
students. Students receive appreciation, especially when they carry out their job duties in a
well-organized manner and encourage them by providing additional opportunities.
Learning is not an easy task. In order to enhance one’s learning and achieve one’s
goals and objectives in a well-organized manner, it is essential for the learners to obtain
support and guidance. There is a direct impact of the organizational learning climate or
organizational support of learning on the willingness of the learners to make use of self-
directed learning. When the learners make use of self-directed learning, they are more like
to become independent. In self-directed learning, they obtain support to generate
awareness in terms of implementation of tasks and activities, but they are required to put
into practice the methods on their own. Research has indicated that there is a direct impact
of the learner perceived supervisor support for self-directed learning, primarily in concern
with the utilization of self-directed learning projects. Conceptualization treats as being
completely mediated by the learner’s interest and enthusiasm to put into practice self-
directed learning. Another important aspect that needs to be taken into account is, higher
levels of support leads to self-directed learning readiness to a major extent.
 PERFORMANCE
Performance is a term that primarily is referred to presentation and conduct of an

individual. This term is comprehensively made use of in daily life activities of the
individuals, within as well as outside the home. Within the household, for instance, all the
members need to realize their responsibilities and maintain good terms and relationships
18
with each other. They need to treat each other with respect and courtesy. On the other
hand, in educational institutions as well as in employment settings, it is vital for the
individuals to be completely equipped with methods and procedures that are required to
carry out one’s job duties in an appropriate manner. Furthermore, they need to develop
other skills, such as, communication, interpersonal, problem-solving, decision making and
critical thinking. The improvements in these skills will help the individuals to carry out
satisfactory performance and achieve personal as well as professional goals. It is vital for
the individuals to put into practice the methods to bring about improvements in their
performance. The individuals need to pay attention towards improving their performance
on a continuous basis.
In the present existence, with the advent of modernization and globalization,
modern and innovative methods and approaches are emerging within the overall system of
education. The educators are making use of modern, scientific and innovative methods in
the teaching-learning processes and instructional strategies. In self-directed learning as
well, the learners are making use of modern and innovative methods in augmenting their
understanding. The most commonly used innovation is usage of technology. In generating
information in terms of various aspects, and in carrying out various tasks and functions,
individuals are making use of technologies. For instance, when the learners are required to
work on a project. They would seek guidance from their supervisors in terms of how to
initiate the project, in such cases, the educators, supervisors or fellow students would also
suggest them to make use of internet to enhance one’s understanding. Therefore, internet is
regarded as the most effectual resource in augmenting one’s learning and understanding.
Hence, to facilitate self-directed learning and to enhance one’s performance, the
individuals are making use of technologies on a large scale.
1.8 BENEFITS OF SELF-DIRECTED LEARNING
The benefits of self-directed learning can be described in an effective manner in
terms of the types of learners it develops. The self-directed learners demonstrate a greater
awareness in terms of responsibilities. In other words, the individuals are able to generate
awareness, particularly regarding their duties and responsibilities. The self-directed
learning enable the individuals to develop curiosity and willingness to try new things, view
problems as challenges, desire change and take pleasure in learning (Abdullah, n.d.). Self-
directed learning is normally implemented on a frequent basis in learning creative and
extra-curricular activities. For instance, apart from one’s professions and career prospects,
the individuals, belonging to various age groups, categories and backgrounds develop keen
19
interest and enthusiasm in augmenting creative skills. The various creative and extra-
curricular activities that can be enhanced through self-directed learning are, artworks,
handicrafts, sports, physical activities, dancing, singing, preparation of food items and so
forth.
When the individuals develop willingness to generate awareness and develop their
skills in terms of one or more of these areas, they may get enrolled in educational
institutions or training centres and obtain knowledge from qualified and skilled instructors.
On the other hand, when they do not get enrolled in training centres, they may seek
guidance and obtain support from their family members or make use of resources. When
the individuals are participating in self-directed learning, they are required to implement
certain procedures. First, they need to conduct an analysis of the areas, which they aspire
to become skilled at. Second, they need to observe others, especially when they are
implementing the tasks. Thirdly, making notes is also effectual, particularly in the
production and manufacturing processes. Fourthly, the individuals need to put into practice
the task, either on an independent basis or in supervision of others. Fifthly, they are
required to get engaged in continuous practice. Sixthly, proper evaluation methods need to
be put into practice to identify the flaws and inconsistencies and bring about
improvements. Hence, it can be stated, when the individuals will put into practice these
procedures, they will be able to generate the desired outcomes.
Self-directed learning helps the individuals to become motivated, persistent, self-
disciplined, self-oriented and achievement-oriented. Furthermore, the individuals are able
to develop rules and leadership patterns (Abdullah, n.d.). It allows the learners to develop
efficiency and ingenuity. In educational institutions as well, within the course of
achievement of academic outcomes and to acquire an efficient understanding of the
academic concepts, the learners implement self-directed learning. Various kinds of
strategies are employed to achieve the goals and objectives. Furthermore, it is vital for
learners to generate awareness in terms of different techniques that are required to present
their ideas and perspectives in different forms. For instance, in the pursuance of doctoral
20
programs, the researchers are required to work on their research project. In the
implementation of the research project, they obtain guidance from their supervisors in
terms of its initiation, chapter plans, structure, formatting and so forth. But they are
required to put into practice, tasks and activities on their own. Whereas, the job of the
supervisor is limited to simply checking the work and approving it. Therefore, self-
directed learning is put into practice in the implementation of research projects. This
enables the individuals to develop self-reliance and self-sufficiency.
1.9 SUPPORTING SELF-DIRECTED LEARNING
One of the important functions that educators are required to carry out to support
self-directed learning is to generate awareness among students in terms of their roles and
responsibilities. From the stage of early childhood, the educators impart training to the
students in terms of cognitive and intellectual skills. The students are provided with
knowledge and information that they should make their decisions themselves and not
depend upon their parents and teachers for each and everything. In elementary, secondary
and senior secondary schools and higher educational institutions, students develop
maturity. They need training regarding various activities and implementation of tasks. But
after they have generated understanding in terms of various tasks and activities, it is their
responsibility to put into practice the learning methods to achieve the desired outcomes. In
self-directed learning, the educators normally allow the learners to put into practice the
assessment methods to identify the limitations and bring about improvements.
The educators are required to encourage the participation of learners in various
activities that would enable them to augment their speaking skills. The organization of
seminars, workshops and conferences are an integral part of education in educational
institutions at all levels. The students are encouraged to participate in these seminars and
workshops through giving presentations and speeches. In higher educational institutions,
normally, supervisors and professors have busy schedules. They are occupied with their
work duties to such an extent that they are unable to take out time for checking the
21
speeches, papers or presentations of students. Hence, through self-directed learning, they
prepare papers or speeches or presentations and participate in seminars and workshops
with confidence. In educational institutions, normally the primary objective of organization
of workshops or seminars is to generate awareness and augment understanding among
students regarding a particular topic or concept, primarily which they find difficult. After
the students have participated in workshops, they are able to acquire an efficient
understanding of the topic and implement self-directed learning.
In educational institutions at all levels, there are organization of competitions,
exhibitions and events. In these cases, students are mainly encouraged to promote
creativity. For instance, when there is organization of an exhibition related to artworks and
handicrafts, students are encouraged to produce various kinds of artworks and handicrafts.
The art teachers and craft teachers are required to provide efficient training that would
enable them to hone their creative skills. The students need to be equipped with techniques
and designs. For instance, when the art teacher has provided with adequate knowledge
regarding the picture to be created and the colours, which are to be used in it, students need
to pay attention and put into operation the methods. In this manner, the art teacher plays an
important part in promoting self-directed learning. When the students have generated
adequate awareness, they implement the task and get it checked from the teacher.
Similarly, in the case of production of handicrafts, the teachers first show the students,
how to put into operation the methods. In some cases, the teachers may perform all the
procedures and complete the whole handicraft. Then the students are provided with
materials and they are required to get engaged in the production processes. Hence, first and
foremost step is to augment one’s understanding and then put into practice the tasks and
procedures.
Decision making processes are regarded as an integral part of learning. At all levels
of education, it is vital for the educators to encourage the participation of students in the
decision making processes. The decisions need to be made in terms of implementation of
teaching-learning methods, instructional strategies, use of teaching-learning materials, and

22
other tasks and activities that would take place in enhancing student learning. The
educators are vested with the main authority to make the decisions. But they need to give
opportunities to the students to express their viewpoints. The students should be allowed to
give ideas and suggestions to their educators. The main reason, why students are
encouraged to give their ideas and suggestions are, learning methods should be put into
practice to ensure that students are able to acquire an efficient understanding of the
academic concepts. Furthermore, the participation of students should be encouraged in
what is to be learned and when and how should it be learned. They also should be given
the right to communicate with their educators in terms of evaluation methods. In self-
directed learning, the learners are allowed to pursue their own interests, so that learning
becomes more meaningful.
The educators, who intend to encourage self-directed learning are required to keep
themselves free from pre-occupation with tracking and correcting errors. The learners
should be provided with the opportunity to explore new ideas through peer discussions
(Abdullah, n.d.). Within the course of pursuance of academic goals, the educators should
make provision of opportunities to the students to pay attention towards their personal
goals as well. For instance, in higher educational institutions, apart from pursuance of
academic programs, students may get engaged in employment opportunities. The
employment opportunities should be pursued on either full-time or part-time basis. These
would not only enable the learners to secure their financial position, but they would be able
to gain work experience. Apart from employment opportunities, they get enrolled in
training centres on part-time basis to acquire knowledge and information in terms of
various areas. Students normally get enrolled in computer training centres, as it is
necessary for them to enhance their computer skills.
To enrich self-monitoring, it is vital for the educators to encourage learners to
reflect upon what they implemented and to make revisions on regular basis. Maintaining
journals is one way of keeping the record of the learning processes. In other words, what
the students have learned needs to be recorded. Self-directed learning puts emphasis on
23
meaningful learning. The learners ensure that when they are putting time and resources
towards the implementation of certain tasks and activities, then their learning proves to be
meaningful and useful. Learners should be provided with rights and opportunities to work
in collaboration and integration with educators. For instance, in the determination of
deadlines and policies and rules, the educators and learners need to get involved in group
discussions. The educators are required to model the learning strategies such as, predicting,
questioning, clarifying and summarizing. In this manner, the students are able to develop
the skills and abilities to make use of these strategies on their own. The educators should
allow the learners to approach tasks and activities in different ways, using different
strategies. Self-directed learning is one way that allows for achieving meaningful learning
experience that will last throughout one’s life (Abdullah, n.d.).
1.10 ACADEMIC ACHIEVEMENT
Academic achievement or academic performance is the extent to which a
student, teacher or institution has attained their short or long-term educational goals.
Completion of educational benchmarks such as secondary school diplomas and bachelor's
degrees represent academic achievement. Academic achievement is commonly measured
through examinations or continuous assessments but there is no general agreement on how
it is best evaluated or which aspects are most important—procedural knowledge such
as skills or declarative knowledge such as facts.[1] Furthermore, there are inconclusive
results over which individual factors successfully predict academic performance, elements
such as test anxiety, environment, motivation, and emotions require consideration when
developing models of school achievement. Now, schools are receiving money based on its
student’s academic achievements. A school with more academic achievements would
receive more money than a school with fewer achievements. In California, the
achievement of schools is measured by the Academic Performance Index.
Now a day, tests on achievement have gained significant importance in measuring
one's ability. An achievement test is used to measure nature and extent of students learning
24
in a particular subject. Different conditions and factors affect the achievement of a
particular student in a particular field. Sometimes quite deserving students may not achieve
as can be expected on the basis of their abilities. Students' interest in the field of endeavor,
teachers' methodology of teaching, socio-economic conditions and family set up and some
other psychological factors also affect students' performance directly or indirectly. It is an
exposition of his present level of performance.
Academic Achievement is the core of the wider term "Educational Growth"
which means growth in all aspects. It represents the amount of knowledge obtained by the
students in different subjects of study. It encourages the students to work hard and helps
them to know where they stand. Achievement is a source of joy and good feeling whereas
a failure 11 is a source of anger and frustration. The unique, first and lasting responsibility
of a school or other educational institution established by society promotes healthy
academic growth and student development. Academic achievement generally refers to the
degree of achievement of competence acquired in specific subjects related to academic
work. This shows what an individual has learned or acquired in a particular area. With
regard to the objective of education, academic achievement has always been an important
and essential center of educational research despite a varied statement. The academic
achievement of the student is the main concern and the most important objective of
education. Not that other aspect of educational goals should be ignored, but the fact
remains that academic achievement is the sole responsibility of all educational institutions
established by society to promote a healthy student development (Good 1959) Academic
achievement depends on the various factors included in the student's context, the type of
home, the type of learning and teaching will play a very important role in achievement.
Heredity and social factors affect student achievement and play an important role. The
term academic achievement has been operationally defined as the sum of achievements in
all subjects.
This is obtained by adding the results obtained by the students in all subjects
during the final examination. It is closely related to the type of adjustment that the child
25
can fill in the school where a number of learning experiences are provided, academic
achievement indicate how the child can adapt and reach in school conditions in the terms
of the various activities that are provided in the school to a normal degree of waiting. This
results in the satisfaction of need, measured through various learning experiences,
including curricular and co-curricular activities. "Academic achievement refers to acquired
knowledge or competencies developed in the academic subjects usually designated by the
test results or by the marks awarded by the teacher or by both" (Good, 1959) 12
"Achievement encompasses the ability and performance of the student, it is
multidimensional, it reflects the whole child, it is not tied to a single instance, but occurs
through time and levels through the life of a pupil in school and in the postsecondary and
working life "(Steinberger, 1997) Academic achievement can be defined as the degree or
level of competence attained in scholastic and academic work. This is the skill revealed in
the school subjects in which the students have been instructed. It is directly related to the
growth and development of students in educational situations, where learning and teaching
are intended to continue. Gbati (1988) states that academic achievement refers to the
student's numerical scores, which measure the student's degree of adaptation to school
work and the educational system The acquisition of principles and generalizations and the
ability to effectively carry out certain manipulations, objectives, symbols and ideas are
linked to academic achievement.
In terms of information, knowledge and understanding, evaluation of
academic results was limited to evaluation. Test scores or marks assigned to students on
the basis of their performance in the success test determine the status of students in the
class (Howcroft, 1991). Accompaniment in academic subjects is important because it helps
students understand the hierarchy based on it ie higher success, more openings for students
and they can go for better flows and better jobs In all fields, such as science and
technology, medicine, management, literature, education, etc. As a higher achievement is
of paramount importance for progress and promotion in any field, students with a higher
level of achievement may have a better chance of obtaining higher level jobs and the type
26
of work that given them still offers better odds in their respective field. Thus, the need to
measure academic achievement is due to the individual differences of the time, known as
behavioral oscillation, that is, the academic performance of the same individual differs
from time to time; from one class to another and from one level of education to the next.
Although there are individual differences, individuals of the same age group, of the same
grade, generally differ from their potential abilities and academic competence. 13 In fact, it
seems that the entire educational system revolves around the academic success of students.
Thus, much effort and time for schools are used to help students realize better in their
school efforts. In this study, the definition used for academic results will be the most
objective, used by Gbati (1988) and Howcroft (1991). Howcroft (1991) describes the
academic achievement based on the actual score or score obtained from an examination.
To be more precise, academic achievement in this study refers to performance, in the form
of a numerical score obtained in an exam or test. Dave (1976) reported that hard work,
intelligence, memory, good health, availability of books, study methods, financial security
and interests in social work and practice affect academic performance. In addition, he
stressed that intelligence, physical health, socioeconomic status of the family, gender,
caste, distance from school to home and leisure activities affect academic performance. In
the proposed study, we will explore the relationship between achievement motivation
study habits and learning styles, with academic achievement
1.11 FACTORS INFLUENCING ACADEMIC ACHIEVEMENT
` Individual differences in academic performance have been linked to
differences in intelligence and personality. Students with higher mental ability as
demonstrated by IQ tests and those who are higher in conscientiousness (linked to
effort and achievement motivation) tend to achieve highly in academic settings. A
recent meta-analysis suggested that mental curiosity (as measured by typical
intellectual engagement) has an important influence on academic achievement in

27
addition to intelligence and conscientiousness. Children's semi-structured home
learning environment transitions into a more structured learning environment when
children start first grade. Early academic achievement enhances later academic
achievement.
1.12 FACTORS AFFECTING ACADEMIC ACHIEVEMENT
Academic achievement is a multidimensional phenomenon. Many factors
that influence academic achievement, such as heredity, family environment,
learning, school experiences, interests, skills, family environment, parental
socioeconomic status, and many other factors have influenced academic
achievement (Sharrma, 2011).
(i) Individual factors: are factors related to the individual himself. The main
ones are: a) cognitive such as learning ability, cognitive styles, intelligence,
creativity, etc. B) Non-cognitive attitude towards oneself and others, perceptions of
school, level of aspiration, study habits, personality interests, motivation, self
esteem, attitude Education, and so on.
(ii) Environmental factors: they are related to the environment of the
individual. These include socio-economic status; educational system, assessment
system, family traits and society, ie value system, teacher effectiveness, training
and teaching methods, school environment and home environment, peer groups, etc.
(iii) Psychological factors: are related to the individual himself, eg
intelligence, learning ability, motivation, self-efficacy, learning style, study skills,
creativity, aspiration level, concept of Self, place of control, interest, etc. Part of the
above classification, factors influencing academic achievement can also be
classified as subjective and objective. Subjective factors that affect the individual
himself while influencing his or her achievement as initialization, learning ability,

28
learning style, learning habits, creativity, level of aspiration, self-concept,
selfEffectiveness, place of control, etc. While the environment of the individual as
socioeconomic status, teacher effectiveness, school situation and environment are
the objective factors.
1.13 IMPORTANT OF ACADEMIC ACHIEVEMENT
 A good academic achievement will give the child a sense of
accomplishment. One of the best things about getting good grades is the
sense of accomplishment that comes along with it. For kids, this can be a
great motivator to keep working hard.
 When they see that their efforts are paying off, they’ll be more likely to
continue doing their best.Academic achievement can help the child get into a
good college. Getting good grades in school can open up many doors for the
child, including getting into a good college. This is an essential step in
ensuring that the child has a bright future.
 Academic achievement can lead to better job opportunities. Doing well
in school can lead to better job opportunities later on. This is because
employers often look at academic achievement when making hiring
decisions. Therefore, the child needs to do their best in school to get a good
job when they’re older.
 Academic achievement can help the child develop important life skills.
Getting good grades in school can help the child develop important life
skills, such as time management and organisation. These skills will be useful
to them later on in life, both in their personal lives and in their careers.
Therefore, the child needs to learn these skills early on to use them later in
life.
29
 Academic achievement can lead to higher earnings later in life. Studies
have shown that people with higher levels of academic achievement tend to
earn more money later in life. Therefore, the child needs to do their best in
school to get a good job and earn a good income when they enter the
workforce.
 Academic achievement can help the child to develop a love for learning.
If the child enjoys their school experience, they are more likely to enjoy
learning in general. This love for learning can last a lifetime and lead to the
child pursuing higher levels of education later in life.
 Academic achievement can lead to better health later in life. Studies have
shown that people with higher levels of education tend to have better health
later in life. Therefore, it’s important for the child to do their best in school
so that they can enjoy good health later on.
 Academic achievement can help the child develop a strong work ethic
Overall, attending school can have many benefits for the child. The child
needs to do their best in school so that they can enjoy these benefits later on
in life.
 Academic achievement can improve the self-confidence of the child. The
child’s self-confidence can be improved by doing well in school. This is
because the child will feel good about themselves and their abilities when
they achieve something. Therefore, it’s important for the child to do their
best in school to enjoy a boost in self-confidence.
 Academic achievement can help kids attain a sense of satisfaction and
accomplishment. When a child does well in school, they can feel a sense of
satisfaction and accomplishment. This is because they will have achieved

30
something that they worked hard for. Therefore, it’s important for the child
to do their best in school so that they can feel proud of their
accomplishments.
1.14 WAYS OF ACADEMIC ACHIEVEMENT
1. Encourage Them to Set Goals
One of the best ways to help your child accomplish academic achievement
is to encourage them to set goals. This will give them something to work towards
and strive for. Help them break their goals down into small, manageable pieces so
that they can see their progress along the way.
2. Help Them Create a Positive Learning Environment
Creating a positive learning environment at home is crucial for kids to
succeed in school. This means having a quiet place for them to do their homework,
away from distractions like television and video games. It also means providing
them with the supplies they need, such as pencils, paper, and textbooks.
3. Encourage Them to Get Involved in Extracurricular Activities
Extracurricular activities are a great way for kids to make friends, have fun,
and learn new skills. Encourage your child to get involved in activities that interest
them. These could be sports teams, clubs, or other groups.
4. Help Them Stay Organized
Being organized is key to success in school. Help your child keep track of
their assignments, projects, and tests. Teach them how to budget their time and stay
on top of their work.

31
5. Encourage Them to Ask Questions
Encourage your child to ask questions in class. This will help them
understand the material better and participate in discussions. It will also show their
teacher that they are engaged in the lesson.
6. Promote a Love of Learning
One of the best ways to help your child succeed in school is to promote a
love of learning. Help them find books, articles, and websites that interest them.
Encourage them to ask questions and explore new topics.
1.15 SIGNIFICANCE OF STUDY
Self learning is encouraged through open-learning programs, individualized study
options, non-traditional courses and other innovative programs. Educational institutions
are developing innovative responses to self-directed learning. There has been
implementation of programs and practices that would be worthwhile in the development of
self-directed learning. Self-directed learning principles have been incorporated into various
practices that have been implemented in terms of adult education (Self-Directed Learning,
2006). The incorporation of modern and innovative methods has rendered an indispensable
contribution in promoting self-directed learning. The individuals are making extensive
usage of technologies in not only preparation of assignments, projects and presentations,
but they are making use of internet and learning apps to enhance their learning The
encouragement of parents will bring out marvelous change in academic performance. Self
Learning is a process that occurs naturally for everyone. Self-directed learning is an
essential skill required in the 21st century educational world. This learning approach
increases the motivation of students to learn, since they are the makers of their own
knowledge, they experience a sense of independence while learning., choosing and
implementing appropriate learning strategies, and evaluating learning outcomes"
Information Technology is an important subject because today all daily activities are
32
related to technology. Technology plays an important role to run all the activities in an
easy going manner. Now we are in area of knowledge explosion and everywhere we get
information. So traditional classroom learning is not enough for gaining the full advantage
of the excess information. The only solution that students must try is to process
information by using their own knowledge and skill. Here comes the significance and use
of Self Directed learning in educational field. Self Learning helps the students to grasp
information The present study focuses on the self learning and academic achievement of
high school students. This study is the best and the need of the hour to bring out the
different background dwelling in rural or urban, socio-economic status, educational status,
influence the academic aspect of their children. In this view, the researcher is interested to
work on the present research problem. The present study is the unique one to explore and
present in what way and how Self learning change in academic achievement of high school
students.
1.16 STATEMENT OF THE PROBLEM
The problem selected for the present study is entitled as “A STUDY ON SELF
LEARNING AND ACADEMIC ACHIEVEMEENT OF HIGH SCHOOL
STUDENTS”.
1.17 TITLE OF THE STUDY
“A STUDY ON SELF LEARNING AND ACADEMIC ACHIEVEMEENT
OF HIGH SCHOOL STUDENTS”.

33
1.18 OPERATIONAL DEFINITION OF KEY TERMS
 SELF LEARNING
Self-learning is an approach to learning where the individual makes the

effort to identify their own learning needs, set learning goals, find the necessary
resources, and evaluate their own knowledge.
 ACADEMIC ACHIEVEMENT
Academic Achievement means how the students perform in the examination

and how much marks he gets from the quarterly examination. The total mark
earned by the student in quarterly examination is the academic achievement of the
students.
 HIGH SCHOOL STUDENTS
High school students mean students who are studying IX and X standards in
matriculation or state board schools at Kanyakumari district.
1.19 OBJECTIVES OF THE STUDY:
 To find out if there is any significant difference in the Self learning of high school
students with respect to their Gender.
students with respect to their group.
students with respect to their Locality of Student.
students with respect to their Locality of School.
students with respect to their Type of management.
34
 . To find out if there is any significant difference in the Self learning of high
school students with respect to their Qualification of Father.
students with respect to their Qualification of Mother.
students with respect to their Occupation of Father.
students with respect to their Occupation of Mother.
 To find out if there is any significant difference in the academic achievement of

high school students with respect to their Gender.

high school students with respect to their Group.

high school students with respect to their Locality of Student.

high school students with respect to their Locality of School.

high school students with respect to their Type of management.

high school students with respect to their Qualification of Father.

high school students with respect to their Qualification of Mother

high school students with respect to their Occupation of Father.

high school students with respect to their Occupation of Mother.
35
1.20 HYPOTHESES OF THE STUDY:
1. There is no significant difference in the Self learning of high school students

with respect to their Gender.

with respect to their group.

with respect to their Locality of Student.

with respect to their Locality of School.

with respect to their Type of management.

with respect to their Qualification of Father.

with respect to their Qualification of Mother.

with respect to their Occupation of Father.

with respect to their Occupation of Mother.
10. There is no significant difference in the academic achievement of high school


students with respect to their Group.

36



students with respect to their Qualification of Father.



1.21 DELIMITATION OF THE STUDY
 The study is limited only Kanyakumari district
 The study is limited only high school students.
 Sample for the study has been limited among 300 respondents.
37
Chapter II
REVIEW OF RELATED STUDIES
2.1 INTRODUCTION
The term “Literature” refers to a collection of published
information/materials on a particular area of research or topic of any discipline
which includes theoretical and practical studies, such as books and journal articles
of academic value. Review means the current state of understanding on a topic
which analyzes or summarizes previously published by others, rather than reporting
new experimental results or analysis.
Research in any field implies a step ahead in the exploration of the unknown
which is darkness. Any researcher to be able to take this step, should be adequately
prepared for it. One such preparation is gathering the knowledge of what has
already been done in the given area or topic. A step towards unknown can only be
taken after the review of literature done in that area or topic. Any research without
such a review is like a building without any foundation.
A literature review is an evaluative report of information found in the
literature related to selected area of study. The review describes, summarizes,
evaluates& clarifies this literature. It gives a theoretical base for the research &
helps to determine the nature of research. A literature review is a critical analysis of
a segment of a segment of a published body of knowledge through summary,
classification, and comparison of prior research studies, reviews of literature, and
theoretical articles. A literature review is a text written by someone to consider the
critical points of current knowledge including substantive findings as well as
theoretical and methodological contributions to a particular topic.

38
2.2 STUDIES RELATED TO SELF LEARNING

Russell, Joanne M. Baik, Chi, Ryan, Anna T.; Molloy, Elizabeth (2022)
conducted a study on,” Fostering Self Learning in Higher Education: Making Self-
Regulation Visible’’. Research associates self learning with academic achievement and
lifelong learning. Although there is consensus surrounding the need for students to develop
self-regulated learning skills, there is a paucity of research exploring how educators can
foster student self-regulated learning. This study examines the teaching practices, beliefs
and experiences of educators that foster student self-regulated learning, across a range of
disciplines. It explores the characteristics of teaching that foster self-regulated learning,
and the influences on educator approaches. Questionnaire and semi-structured interview
data were subjected to analysis. The findings identified four types of teaching strategies
used to foster self learning. This study illuminates the conditions that support educators to
foster student self learning, as well as the challenges they face. Educators' own
engagement in self-regulation, often made visible to students, played a key role in
promoting students' self-regulatory capacities.
Kanar, Adam M.(2022) conducted a study on,” Job Seekers' Self Learning
Activities Explained through the Lens of Regulatory Focus”. This study aimed to
understand the role of regulatory focus for influencing self-directed learning activities
during a job search. The authors surveyed 185 job-searching university students at two
time points to explore the conditions under which regulatory focus (promotion and
prevention foci) impacts self-directed learning activities and the number of employment
interviews secured. Both promotion and prevention foci showed significant relationships
with self-directed learning activities and number of interviews, and positive and negative
affect partially mediated these relationships. The relationships between both regulatory
focus strategies and self-directed learning were also contingent on self-efficacy. More
specifically, prevention focus and self-directed learning showed a positive relationship for
job seekers with high levels of self-efficacy but a negative one for job seekers with low
levels of self-efficacy. This research extends the understanding of the role of regulatory
focus in the context of self-directed learning during a job search. Implications for research
and practice are discussed.
Calamlam, Jose Mari; Ferran, Fritz; Macabali, Lee Gerard , (2022) conducted a
study on,” Perception on Research Methods Course's Online Environment and Self
Learning during the COVID-19 Pandemic”. The COVID-19 pandemic brought an
education crisis that forced schools to abruptly shift to online distance learning. Regardless
of the challenges in this migration, the teaching-learning process should continue. Self-
regulated learning skills are essential in learning in an online environment; hence, the
study aims to explore learners' perception in an online learning environment, self-regulated
39
learning skills, and academic achievement during a research methods course. Perception
on the online learning environment, self-regulated learning skills, and academic
achievement were collected periodically throughout the online course. The analysis
included repeated measures of ANOVA to examine the trends between periods of
measurement. A linear regression analysis was used to determine the impact of perception
on the online learning environment to self-regulated learning. Results of repeated measures
of ANOVA suggest a subtle decrease in the perception of the online learning environment
at the start of the course.
Ma, Minjie; Li, Miao; Wang, Qianqian; Qiu, Arui; Wang,Tingzhao (2022)
conducted a study on “Online Self Learning and Academic Procrastination: A
Moderated Mediation Model” Online learning has recently replaced traditional offline
learning as the mainstream learning model for Chinese college students owing to the
COVID-19 pandemic. This study examined the relationship between online self-regulated
learning and academic procrastination among 1149 Chinese undergraduates who
participated in online learning. The effects of online self-regulated learning on academic
procrastination and whether it was mediated by attention control and moderated by peer
support were investigated. Mediation analyses revealed that attention control partially
mediates online self-regulated learning and academic procrastination. Peer support
moderated the direct effect of online self-regulated learning and the mediating effect of
attention control on academic procrastination. Our findings provide important ways to
reduce academic procrastination and mitigate the adverse impacts of online learning.
Lim, Sook Ling; Yeo, Kee Jiar (2021) conducted study on , The Relationship
between Motivational Constructs and Self Learning: A Review of Literature”. The aim
of this review was to identify the motivational constructs which were mostly associated
with self-regulated learning and how these motivational constructs were related to self-
regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review.
In overall, the evidence of the included studies showed that motivational constructs such as
self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were
positively and significantly related to and in predicting self-regulated learning; test anxiety
was negatively and insignificantly related to and in predicting self-regulated learning;
inconsistent results were observed for extrinsic goal orientation as it could be positively or
negatively related to and in predicting self-regulated learning.
Azizah, Utiya; Nasrudin, Harun (2021) conducted a study on “Metacognitive
Skills and Self Learning in Prospective Chemistry Teachers: Role of Metacognitive
Skill-Based Teaching Materials”. This study reports an empirical research of
metacognitive skills and self-regulated learning of prospective chemistry teachers through
the implementation of metacognitive skill-based teaching materials. This research involved
40
73 prospective chemistry teachers from Universitas Negeri Surabaya, Indonesia, who were
studying solution chemistry matter. The metacognitive skills of prospective chemistry
teachers were obtained by the essay tests, in accordance with indicators of metacognitive
skills and questionnaires to measure prospective chemistry teacher' self-regulated learning.
The data analysis use percentage, n-gain, mean, standard deviation, and simple correlation
Pearson Product Moment. The results showed that (1) the majority of prospective
chemistry teachers had metacognitive skills and self-regulated learning in "high" and "very
high," category of and (2) a positive and significant correlation between metacognitive
skills and self-regulated learning. In summary, the implementation of metacognitive-based
teaching materials improved the metacognitive skills, build self-regulated learning, and
metacognitive skills have a significant correlation on self-regulated learning with positive
correlation.
Gambo,Yusufu; Shakir, Muhammad Zeeshan (2021), conducted a study on,
“Review on Self Learning in Smart Learning Environment”. Despite the increasing use
of the self-regulated learning process in the smart learning environment, understanding the
concepts from a theoretical perspective and empirical evidence are limited. This study used
a systematic review to explore models, design tools, support approaches, and empirical
research on the self-regulated learning process in the smart learning environment. This
review revealed that there is an increasing body of literature from 2012 to 2020. The
analysis shows that self-regulated learning is a critical factor influencing a smart learning
environment's learning process. The self-regulated learning components, including
motivation, cognitive, metacognitive, self-efficiency, and metacognitive components, are
most cited in the literature. Furthermore, self-regulated strategies such as goal setting,
helping-seeking, time management, and self-evaluation have been founded to be frequently
supported in the literature. Besides, limited theoretical models are designed to support the
self-regulated learning process in a smart learning environment. Furthermore, most
evaluations of the self-regulated learning process in smart learning environment are
quantitative methods with limited mixed methods. The design tools such as visualization,
learning agent, social comparison, and recommendation are frequently used to motivate
students' learning engagement and performance. Finally, the paper presents our conclusion
and future directions supporting the self-regulated learning process in the smart learning
environment.
Aburayash, Hussain(2021) conducted a study on, “The Students Attitudes'
toward the Flipped Classroom Strategy and Relationship to Self-Learning Skills”. The
study aimed to identify the attitudes of students of open education towards the flipped
class strategy of the opposite grade and its relation to self-learning skills. To achieve the
goals of the study, the measure of the direction towards education was constructed in the
41
opposite grade and the self-learning skills scale. The sample of the study consisted of 60
male and female students of higher diploma in education studying the decisions of the
educational administration and Educational Psychology in the Arab Open
University/Jordan. The results of the study showed a positive trend for university students
towards education in the opposite grade, with the percentage of the trends as a whole 90%.
The results also showed a positive correlation between each of the students' attitudes
toward education in the opposite grade and each of the variables (academic motivation,
self-monitoring, self-learning skills, self-learning writing skills), and no correlation
between students' and skills in dealing with information technology.
Yu, Liang; Chen, Shijian; Recker, Mimi (2021), “Structural Relationships
between Self Learning, Teachers' Credibility, Information and Communications
Technology Literacy and Academic Performance in Blended Learning”. This study
investigated the structural relationships between self-regulated learning, teachers'
credibility, information and communications technology (ICT) literacy and academic
performance in blended learning. The study sample comprised of 449 undergraduates who
completed blended courses within the past 3 years and consisted of 53% males (N = 238)
and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire
examining their self-regulated learning, perceptions of their teachers' credibility, ICT
literacy, academic performance and demographic background. Path analyses indicated that
the relationship between subscales of teacher credibility (caring and trustworthiness)
significantly related to academic performance except for competence. In addition, caring
positively predicted trustworthiness, and ICT literacy predicted self-regulated learning.
Self-regulated learning positively related to caring, trustworthiness and academic
performance. The findings also highlighted that both caring and trustworthiness mediated
the impact of self-regulated learning on academic performance. Implications for practice or
policy: (1) College teachers can improve students' academic performance by enhancing
students' perception about their caring and trustworthiness; (2) College teachers may need
to give more opportunity for students to self-regulate their learning; (3) College teachers
can express care towards their students to improve individual relationships as well as affect
the broader climate and then gain the students' trust; and (4) College governors may
consider making policies to guide teachers to attach more importance to their teaching.
Alotaibi, Khaled; Alanazi, Sultan (2021) conducted a study on , The Influences of
Conceptions of Mathematics and Self-Directed Learning Skills on University Students'
Achievement in Mathematics”. This study tested the mediating role of self-directed
learning skills (SDL) between students' conceptions of mathematics and their achievement
in mathematics using a structural equation model. Data were collected using the
42
"Conceptions of Mathematics Questionnaire" and the "Self-Rating Scale of Self-Directed

Learning", together with students' achievement in mathematics. A sample of 440 first year
university students at King Saud University participated in the study. The findings confirm
the moderating role of students' self-directed learning skills between their conceptions of
mathematics and their achievement in mathematics. Students who have a highly
fragmented conception of mathematics tended to have low SDL skills, and in turn low
mathematics achievement (partial mediation), whereas students who have a highly
cohesive conception of mathematics tended to have high self-directed learning skills, and
in turn high mathematics achievement (full mediation). Mathematics educators should be
aware that students' conceptions of mathematics may be influential, but not sufficient to
predict achievement in mathematics. Equipping students with appropriate conceptions of
mathematics and self-directed learning skills is key to enhancing their performance in
mathematics.
Habeebah Kakudi(2019) “Self-Regulated Learning in Flipped Classrooms: A
Systematic Literature Review.The flipped classroom is considered an instructional strategy
and a type of blended learning instruction that focused on active learning and student
engagement. Over the years, flipped classroom studies have focused more on the
advantages and challenges of flipped instruction and its effectiveness, but little is known
about the state of self-regulation in flipped classrooms. This study investigates the self-
regulation strategies as well as the supports proposed for self-regulated learning in flipped
classrooms. Findings show that relatively few studies have focused on self-regulated
learning in flipped classrooms compared to the overall research and publication
productivity in flipped classrooms. Also, the existing solutions and supports have only
focused on either self-regulation or online help-seeking, but have not focused on other
specific types of self-regulation strategies. Our study proposed some future research
recommendations in flipped classrooms.
Changzhu,Jotodenur,(2019) “A latent profile analysis of adult students’ online
self-regulation in blended learning environments .Self-regulated learning (SRL) is crucial
for academic success; therefore support, to enhance and maintain SRL skills is important.
In blended adult education, the heterogeneity of adults creates diversity in SRL abilities,
which makes it necessary to provide tailored support. Conducting latent profile analyses
for a sample of 213 blended adult students, we identified three profiles, namely high, low,
and moderate SRL profiles which prove differences in SRL strategy use and imply tailored
SRL support. Through multivariate analysis of variance (MANOVA) and multinomial
logistic regression, we further explore the differences in SRL between the profiles and the
extent to which the students’ personal background characteristics and achievement
43
motivations predict their profile membership. The three profiles differ significantly in
terms of the scores of all SRL subscales. Furthermore, only achievement motivation –
more specifically, attainment and utility value – predicts profile membership. These results
inform educational practice about opportunities for supporting and enhancing SRL skills.
Anticipating attainment and utility value, time management, and collaboration with peers
are all recommended. More specifically, teachers can, for example, use authentic tasks
and examples during the learning process or be a role model regarding online interaction
and information sharing.
Morris, Thomas Howard(2019) conducted a study on, “Self Learning: A
Fundamental Competence in a Rapidly Changing World”. Self-directed learning is a
fundamental competence for adults living in our modern world, where social contextual
conditions are changing rapidly, especially in a digital age. The purpose of the present
article is to review key issues concerning self-directed learning in terms of (1) what are the
historical foundations of the self-directed learning concept?; (2) who may benefit from
self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show
regarding outcomes of the self-directed learning process? The author takes into
consideration humanistic philosophy, pragmatic philosophy and constructivist
epistemology, which together concern a process of learning that is individual, purposeful
and developmental. Potentially everyone can benefit from self-directed learning
competence, but both societal and individual factors may influence whether self-directed
learning is likely to be carried out. The author discusses a number of empirical studies that
examine outcomes of the self-directed learning process in informal/non-formal online
contexts and in formal educational settings. Research findings highlight the importance of
realising the opportunity to foster learners' self-directed learning competence in formal
educational settings.
Arnab Kundu, Dr. Kedar Nath Dey(2018) conducted a study of, “A
Contemporary Study on the Flourishing E-learning Scenarios in India”. In the modern
era, almost every learner would have come across the word E-learning and every part of
education and training system enthusiastically explores and implements E-learning in one
form or another. E-learning is a broad concept. It refers to a wide range of techniques and
methods. It is often employed as a unifying term to describe the fields of online learning,
web-based teaching and technology delivered instruction. With the amazing development
of Internet, the field of education has tried to exploit web as a communication channel to
connect distant learners with their learning resources. E-learning creates awareness in
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modern education and it offers a greater degree of freedom in Teaching Learning Process
(TLP). E-learning activities are important for the development of any country on this
globalised globe when in modern era everybody is thinking about growth and Educational
development.
Zheng, Lanqin; Li, Xin; Chen, Fengying (2018) conducted a study on “Effects of
a Mobile Self-Regulated Learning Approach on Students' Learning Achievements and
Self-Regulated Learning Skills”. The purpose of this study was to examine the
effectiveness of the proposed mobile self-regulated learning approach in higher education
settings. A mobile self-regulated learning system was developed to improve students'
learning achievements and self-regulated learning skills. An experiment was conducted to
evaluate the effectiveness of the proposed approach by 60 undergraduates. The experiment
group adopted the mobile self-regulated learning approach to read English passages,
whereas the control group was not supported by the self-regulated learning mechanism
while reading English passages. The results suggested that the mobile self-regulated
learning approach significantly enhanced students' learning achievements and self-
regulated learning skills. Furthermore, it was found that the proposed approach did not
increase students' cognitive load. Participants also revealed that the mobile self-regulated
learning system was very useful and effective according to the interview results and
questionnaires.
Rimma Sagitovaa(2014),conducted a study of” Students’ self-education: learning
to learn across the lifespan”. A successful learner in the modern society should be able to
integrate knowledge from different sources, educate and self-educate throughout the life in
order to be competitive in an increasingly globalized labor market. To involve students in
self-education process and encourage their independence in learning we have developed an
elective course for students “Learning to learn across the lifespan”. It involves studying
three modules: designing students’ individual educational route; designing European
Language Portfolio; developing students’ ability to work with different sources of
information.
Chen, Chang-Hua; Tsai, Hsiao-Feng(2012), conducted a study on “Did Self-
Directed Learning Curriculum Guidelines Change Taiwanese High-School Students'
Self-Directed Learning Readiness” With the rapid changes in globalization and
technology advancement, self-directed learning is argued repeatedly as a key competency
needed to survive in the twenty-first century. In August 2019, the Taiwan Ministry of
Education implemented the new "Curriculum Guidelines for 12-Year Basic Education."
Being Taiwan's first official curriculum that promoted self-directed learning, this study
45
contributed to the emerging knowledge of how the introduction of the curriculum

guidelines affected students' readiness for self-directed learning. Three cohorts of high
school students from seven schools returned 10,020 valid surveys. The Self-Directed
Learning Readiness Scale (SDLRS), a reputable instrument developed by Lucy
Guglielmino (2000), was used in the study. The results provided a bird's-eye view of
evidence supporting our explanations for the positive, though slight, effect of
implementing new curriculum guidelines in fostering self-directed high-school learners.
Moreover, the progression of self-directed learning readiness appeared differently among
schools and among different demographic associations. We suggest that future researchers
both (a) qualitatively explore how specific latent variables were changed in different
instructional interventions, and (b) conduct panel studies to advance our understanding of
curriculum reform and learners' self-direction.
2.3 STUDIES RELATED TO ACADEMIC ACHIEVEMENT
Page and Thomas (1971) “A study on Socio-Economic Status as the factor for
deciding the adjustment and academic achievement of the students at secondary level”.
The study revealed that the Socio-Economic Status is the main factor for high or low
adjustment and high or low achievement of the students.
Chan and Cole (1986) “A study on the relationship between Socio-Economic
Status and Academic achievement of the High School Students”. Established that, the
students with high Socio-Economic Status achieved best and the students with middle
Socio-Economic Status achieved very less. The study also established by improving the
Social and Educational Status of the Parents. There was improvement in the academic
achievement.
Afhan (1988) “A study on variables affecting university academic achievement of
Palestine Open University students”. The aim of this was to investigate some of the learns
variables that may have an influence on university academic achievement in a distance
versus a conventional education setting. The findings showed that university achievement
in both types of education have not been affected significantly by the variables of at
control, Work, Responsibility or the university academic level. The gender factor has
significantly affected the university academic achievement in a distance education setting.
Swanson(1991) A study on the Academic achievement programmes in Settle

46
public schools. The main objectives of the study was to evaluate the public schools office
of academic achievement, early childhood model schools and academic achievement
projects. There were no measurable effects on achievement gains.There were aubstation
correlations between the level of implementation and achievement gains increased
Shui Fong (1997) “A study on family influence and children’s academic
achievement in the sample consisted of 181 eight graders from two inner-city schools”.
Using questionnaire has done the data collection. The findings revealed that children’s
academic achievement has been shown to be influenced by many family factors. Including
family structure, socio-economic status and parenting styles. It indicates that authoritative
parenting and children’s academic achievement were significantly correlated.
ZUKABENARD FESTUS (2012) conducted a study on The purpose of this
research was to determine whether there is a significant relationship between emotional
intelligence and academic achievement of students in mathematics”. To guide the study
some research questions and hypotheses were generated. The research design for the study
was correlation survey design. The instruments used for the study were the Emotional
Intelligence Inventory and Mathematics Achievement Test. It was therefore concluded that
apart from cognitive factors, emotional intelligence of students also affects their academic
achievement in mathematics. It is recommended that there is need to include emotional
intelligence curriculum in schools.
SHIKHADHALL (2012) The present investigation intended to find out the
relationship of creativity, reactions to frustration and academic achievement of
secondary school students. A sample of 220 students (110 boys and 110 girls) of IX class
was drawn randomly from different government aided schools of Amritsar city. The
findings of the study revealed that reactions to frustration is related positively with
creativity for secondary school students, such relationship does not exist in case of boys
and girls taken separately. Further no significant relationship between creativity and
academic achievement was investigated, if the effect of intelligence is taken out.

47
BABLI ROY ET AL (2013), “ The present paper is an attempt to examine
relationship between emotional intelligence and academic achievement motivation”. It
also studies the emotional intelligence of students with high, average and low academic
achievement motivation. Sample for the study includes 105 students (48 boys and 57 girls)
of class XII of Patna. The data were analyzed with the help of product moment coefficients
of correlation. The findings of the study reveal positive relationship between emotional
intelligence and academic achievement motivation. The study also reveals that students
with high, average and low academic achievement motivation differ from one another on
emotional intelligence
DR. S.K. YADAV AND GURDEEPKAUR (2015) , “ The aim of present study is
to assess emotional intelligence and academic achievement of medical students in
pugnacity. To assess the emotional intelligence of the students, the Emotional
Intelligence Inventory by Dr. S.K. Mangle and Mrs. Shubhra Mangle has been used. A
sample of 50 medical students will be selected at random and the marks -
sheets of these students will be collected to analyze the relation of their
performance during first year and their emotional intelligence.
Shailendra Singh (2015) conducted a study on the impact of anxiety on
academic achievement of U.G. students. The quota sample consisted of 500 UG final
year students from Banaras Hindu University, Sampurnanand Sanskrit University and
Mahatma Gandhi Kashi Vidya Pith. t-test analysis indicated a significant difference in
academic anxiety and academic achievement between UG male and female students.
Correlation analysis revealed that there was a significant relationship between high,
moderate and low anxiety with academic achievement
Samayalangki Nongtdu and Yodida Bhutia (2017) studied locus of control in
relation to academic achievement of college students in Meghalaya. The stratified
random sample consisted of 797 B.A., B.Sc., and B.om. 3rd year students from North-
Eastern Hill University. Correlation analysis found a moderate positive relationship
between external locus of control and academic achievement of students based on their
48
gender, locale, and stream and a strong positive relationship between internal locus of
control and academic achievement of students with respect to their gender, locale, and
stream. t-test analysis revealed that there was no significant difference in external locus of
control between gender, between locale, and between arts and commerce students and
there was a significant difference in external locus of control between science and
commerce, and between science and arts students, there was a significant difference in
internal locus ofcontrol between locale, between science and commerce students, and
between science and arts students, and there was no significant difference in internal locus
of control between male and female students and between commerce and arts students..
Manish Agrawal and Md Nehajul (2017),“ Studies Related to Emotional
Intelligence and Academic Achievement” investigated predictors of academic
performance: emotional intelligence and stream among graduate students. Participants
were 207 graduate students in Aligarh District. Multiple regression analysis showed that
emotional intelligence had a great significant positive impact on academic performance
while stream had a minimal role in predicting academic performance. ANOVA indicated a
significant difference in academic performance and emotional intelligence of graduate
students with respect to stream. Correlation analysis found a positive correlation between
emotional intelligence and academic performance. t-test analysis revealed a significant
difference in academic performance and emotional intelligence of graduate students based
on gender.
Gowri (2020) conducted a study on , “Influence of Study Habits, Learning
Style and Socio-Economic Status on Academic Achievement Among Secondary School
Students”. Education is an important part of human life. Education can make a
child better citizen and achieve his overall developments. Students should have
good study habits. Students must engage in learning through visual aids,
hearing aids and direct experience. This will help you learn the content easily
and remember it for a long time. Students should collect notes on the subject,
49
opportunities should be utilized, time management must be done. This will
help the students to better academic achievement
OONAM MISHRA (2021), “ The present study aims to investigate the effect of
Emotional Intelligence on Academic Achievement of senior secondary student” A
sample of 1000 students was drawn adopting random-cum cluster sampling technique
from Government senior secondary schools of Jaipur district, Rajasthan. Survey method
was used to collect the data. The study revealed that there is a positive effect of
emotional intelligence on academic achievement of total group students and especially
girl students.
2.4 CRITICAL REVIEW
The investigator reviewed 17 self learning studies and 14 academic achievement
studies. The survey method used in the review studies. t-test, ANOVA, percentage
Analysis and Chi-square test are the statistical techniques used in the reviewed studies, as
for as the studies reviewed by the investigator the present study is entirely different from
them and hence the investigator had chosen this study to carry out.
50
CHAPTER –III
METHODOLOGY
3.1 INTRODUCTION
‘Research’ is composed of two words ‘Re’ and ‘search’ for new facts or to
modify older ones in any branch knowledge. Research is the systematic attempt to
obtain answers to meaningful questions about phenomena or events through the
applications of scientific procedures. It is actually a voyage of discovery. Research is
thus an original contribution to the existing stock of knowledge making for its
advancement.
According to John W Best (1989) ‘Research is defined as the systematic and
objective analysis and recording of controlled observations that may lead to the
development of generalizations, principles or theories, resulting in prediction and
possibly ultimate control ofevents.
3.2 METHODS OF RESEARCH
All researchers involve the elements of observation, description and the
analysis of what happens under certain circumstances. Researchers use different
methods in their research activities. The solution of such methods depends on the
nature, objectives and population of the study. Usually all studies fall under one
or more combination ofthese types. Some important methods of research are of the
following.
 Historical Research
 Descriptive Research
 Experimental Research
 Normative Research
 Case study Research

51
 Historical Research
This process involves investigating, analyzing and interpreting the events of past for
discovering generalization that are helpful in understanding the past and to ascertain
extent in anticipating the future.
 Descriptive Research
Descriptive research is also known as non-experimental research, which deals with
relationship of variables, testing of hypothesis and the development of generalization,
principles or theories that have already taken place and may be relate to the present
condition. It involves the description, recording, analyzing and interpretation of
conditions that exists.
 Experimental Research
Experimentation is the classic method of science laboratory, where elements
are manipulate and effect are observe and controlled. It is the most sophisticated and
powerfulmethod from discovering and developing an organized body of knowledge.
 Normative Survey Research
This method describes and interprets what exist at present in form of
condition, practices, process, trends, effects, attitudes and believes. It is concerned
withthe phenomena that are typical or normal conditions.
 Case study Research
Case study approach is a social research it is particularly initiated at the micro level.
For example, study of a particular industrial unit or units, study of some banking units
etc. may be categorized as a case study method.

52
3.3 METHOD ADOPTED IN THE PRESENT STUDY
The present study attempts to explore the level of study involvement and
learning styles of high school students. Since the problem selected is concerned with
‘survey’ type, the investigator has selected the normative survey method for conducting
the present study
3.4 PURPOSE AND USES OF SURVEY METHOD
The word ‘survey’ has been derived from the words ‘sur’ or ‘sor’ and
‘veeier’ or ‘veior’ that means over and see respectively. Normative study deals with
“what is?”. Its scope is very vast.
❖ The major purpose of survey method in research is to tell, “What is?”
(i.e.) isdescribing the problems or phenomenon.
❖ Normative surveys are often carried as preliminary step to be followed
by researcheremploying more vigorous central and more objective
method.
❖ Surveys also serve as the direct services of valuable information regarding
humanbehavior.
❖ Descriptive studies are helpful in planning various educational programmers.
3.5 CHARACTERISITICS OF NORMATIVE SURVEY METHOD
❖ It is essential cross sectional
❖ It gathers data from a relatively large number of cases at a particular time.
❖ It deals with clearly defined problems and has definite objectives.
❖ It provides information useful to the solution of local problems
❖ Survey may be qualitative and quantitative.

53
❖ It requires careful analysis and interpretation of data.
❖ It requires logical and skillful reporting of the findings.
❖ It is not concerned with characteristics of individuals.
❖ It determines the present trends and solves current problems.
3.6 TOOLS USED IN THE PRESENT STUDY
For each and every type of research we use certain instruments to gather new
facts and explore new fields. Such instruments called tools. Tools are used for the
collection of data upon which hypothesis may be tested. The selection of suitable
tool is the key to successful investigation. There are large number of tools and
techniques available for data collection in research. In the present study, the
following tools were used.
1. Self learning questionnaire
2. Personal Data Sheet
 SELF LEARNING QUESTIONNAIRE
In the present study, in order to find out the Self learning and academic
achievement of Higher Secondary School students a “Self learning questionnaire”
prepared and validated by the investigator was used.
 DEVELOPING THE DRAFT SCALE
First of all the investigator selected suitable items related to each
dimensions. The investigator in collaboration with her supervising teacher
prepared 60 items. The statements were of three-point scale with (Always/
Sometimes/ Never). The respondentis ask to mark the response of his/her choice
on the correct statement column. A copyof self learning Scale (Draft Form) is
given in Appendix A.
54
TABLE: 3.1
Difficulty index of items in the Self Learning Scal
Item no Value Item no Value

1 0.232593* 36 0.209881*
2 0.232593* 37 0.327658*
3 0.303002* 38 0.13745
4 0.139568 39 0.437512*
5 0.429383* 40 0.331993*
6 0.379859* 41 0.103682
7 0.107432 42 0.329059*
8 0.24815* 43 0.469216*
9 0.339568* 44 0.422593*
10 0.414265* 45 0.452972*
11 0.318615* 46 -0.05249
12 0.127658* 47 0.122860
13 0.363964* 48 0.352752*
14 0.290586* 49 0.222977*
15 0.411166* 50 0.327658*
16 0.25012* 51 0.33745*
17 0.346972* 52 0.437512*
18 0.346972* 53 0.331993*
19 0.307432* 54 0.103682
55
20 0.422860* 55 0.329059*
21 0.352752* 56 -0.02763
22 0.222977* 57 0.422593*
23 0.363964* 58 0.452972*
24 0.290586* 59 0.24815*
25 0.411166* 60 -0.00442
26 0.078995 61 0.469216*
27 -0.03481 62 -0.01757
28 -0.01784 63 0.25012*
29 0.422860* 64 0.329059*
30 0.352752* 65 -0.02763
31 0.222977* 66 0.422593*
32 0.363964* 67 0.452972*
33 0.290586* 68 0.24815*
34 0.411166* 69 -0.00442
35 0.363964*
*Indicates items selected for the final scale
 PREPARATION OF THE FINAL SCALE:
Out of 69 items included in the try-out 54 items were selected for the final
questionnaire basedon the difficulty index of items. It was decided to give 50 minute for
answering the test. The final questionnaire “ Self learning questionnaire” was printed
with necessary instructions. A copyof “Self learning questionnaire” is given in Appendix

56
3.7 VALIDITY OF THE TEST

The validity of the test may be defined as accuracy with which the test measures
whenit supposed to do. According to Best, “In general a test possess validity to the exact
that it measures what it claim to measure”. Validity of a test answer the question what
does a test measures and how will it measures whatever it is measured for. In this study
the phase validity was found out by submitting the tool to a panel of experts in the field
of education. The content validity of the inventory was established by systematically
analyzing area understudy. On the basis of the opinion of experts the tool has sufficient
coverage of its content.
3.8 RELIABILITY OF THE TEST
Reliability is the accuracy or precision of measuring instrument. According to

Best (1978) “a test is reliable to this extent that it measures accurately and consistently
from one another”. The reliability of a test can be assessed in different ways such as test,
retest method,spilt half method, and rational equivalence method. A test is reliable to the
extent that it measures variables consistency. In test that havea high co – efficient or
reliability, errors of measurements have been reduced to the minimum. The
reliability of Study Involvement Scale was found by Split half method.
2𝑟1
Split half reliability 𝛾 =
(1+𝑟1)
Where,
𝑟1- is the correlation between odd numbered items and even numbered
itemsr - is the Split half reliability co – efficient
The reliability coefficient was found to be 0.5062.
 PERSONAL DATA SHEET
The personal data sheet serves to collect the personal information of the
students. The students were asked to write their Gender, Group, Type of school,
Locality of the students and school, Educational qualification of father and mother
and occupation of father and mother. A copy of personal data sheet is given in
57
Appendix- B
 SAMPLE:
Sampling involves the selection of a few items from a particular group to be

studied with a view to obtain relevant data which helps in drawing conclusions
regarding the entire group. The total group from which the sample is selected is
called a ‘population’.
The sample for the present study consisted 300 students of standard
XI and XII studying in different schools of Kanyakumari District. The
investigator has adopted stratified random sampling method. The investigator
selected 10 schools for the present study. These schools are situated rural and urban
areas. From these institutions, the investigator randomly selected 300 students (152
boys, 148 girls).
TABLE – 3. 2
DETAILED OF THE SAMPLE
SELECTED
SL.NO NAME OF THE SCHOOL
1. Govt. Hr. Sec. School. Munchirai
2. Govt. Hr. Sec. School. Thiruvithancode
3. S.L.B.B. Hr. Sec. School. Nagercoil
4. Govt. Boys. Hr. Sec. School. Marthandam
5. C.S.I.V.V. Hr. Sec. School. Irenipuram

6. Amala Convent. G. Hr. Sec. School. Thuckalay
7. Duthie. G. Hr. Sec. School. Nagercoil
8. Infant Jesus Matric.Hr.Sec.School. Mamootukadai
9. Amala Matric.Hr.Sec.School.Thuckalay
10. Hebron Matric.Hr.Sec.School. Irullapapuram

58
TABLE – 3.3
GENDER –WISE DISTRIBUTION OF THE SAMPLE
GENDER NO OF STUDENTS PERCENTAGE
MALE 152 50.7
FEMALE 148 49.3
TOTAL 300 100
The table 3.3 makes it clear that 50.7% of the respondents are male and 49.3% of
the respondents are female.
FIGURE – 3.1
GENDER –WISE DISTRIBUTION OF THE SAMPLE
GENDER
FEMALE MALE
49.3% 50.7%
MALEFEMALE
59
TABLE – 3.4
GROUP –WISE DISTRIBUTION OF THE SAMPLE
GROUP NO OF STUDENTS PERCENTAGE
Arts Group 79 26.3
Science Group 106 35.3
Other Group 115 38.3
TOTAL 300 100.0
The table 3.4 makes it clear that 26.3% of the respondents are in the Arts group and
35.3% of the respondents in Science group and 38.3% of the respondents in other age group.
FIGURE – 3.2
GROUP –WISE DISTRIBUTION OF THE SAMPLE
GROUP
26%
39%
Arts
Science
60
TABLE – 3.5
STUDENT’S LOCALITY–WISE DISTRIBUTION OF THE SAMPLE
LOCALITY NO OF STUDENTS PERCENTAGE

Rural 160 53.3
Urban 140 46.7
TOTAL 300 100
The table 3.5 makes it clear that 53.3% of the respondents are rural and 46.7% of the
respondents are urban.
FIGURE – 3.3
STUDENT’S LOCALITY–WISE DISTRIBUTION OF THE SAMPLE
LOCALITY OF THE STUDENTS
RURAL
53.3%
URBAN
46.7%
Urban
Rural
61
TABLE – 3.6
SCHOOL’S LOCALITY – WISE DISTRIBUTION OF THE SAMPLE
LOCALITY NO OF STUDENTS PERCENTAGE
Rural
146 48.7
Urban
154 51.3
TOTAL 300 100
The table 3.6 makes it clear that 48.7% of the respondents are rural and 51.3% of the
respondents are urban.
FIGURE – 3.4
SCHOOL’S LOCALITY–WISE DISTRIBUTION OF THE SAMPLE
SCHOOL'S LOCALITY
RURAL
URBAN 48.7%
51.3%
RURAL
62
TABLE 3.7
TYPE OF SCHOOL – WISE DISTRIBUTION OF THE SAMPLE
TYPE OF SCHOOL NO OF STUDENTS PERCENTAGE
Government 98 32.7
Aided 93 31.0
Private 109 36.3
TOTAL 300 100
The table 3.7 makes it clear that 32.7% of the respondents are Govt school students
and 31.0% of the respondents are aided school students and 36.3% of the respondents are
private school students.
FIGURE- 3.5
TYPE OF SCHOOL – WISE DISTRIBUTION OF THE SAMPLE
TYPE OF SCHOOL
Govt
Private
Aided
Govnt Aided Private

63
TABLE 3.8
Distribution of Sample Based of Father’s Educational Qualification
Father’s Qualification No of Students Percentage
SSLC 74 24.7
HSC 130 43.3
DEGREE 96 32.0
Total 300 100.0
The table 3.8 makes it clear that 24.7% of the respondent’s father are SSLC qualified,
and 43.3% of the respondent’s father are HSC qualified and 32% of the respondent’s father are
degree qualified.
FIGURE- 3.6
Distribution of Sample Based of Father’s Educational Qualification
FATHER'S QUALIFICATION
SSLC
DEGREE 24.7%
32
SSLC
HSC
HSC
43.3% DEGREE
64
TABLE 3.9
Distribution of Sample Based of Mother’s Educational Qualification
Mother’s Qualification No of Students Percentage
SSLC 85 28.3
HSC 125 41.7
DEGREE 90 30.0
Total 300 100.0
The table 3.9 makes it clear that 28.3% of the respondent’s mother are SSLC qualified,
and 41.7% of the respondent’s mother are HSC qualified and 30% of the respondent’s mother
are degree qualified.
FIGURE- 3.7
Distribution of Sample Based of Mother’s Educational Qualification
MOTHER'S QUALIFICATION
DEGREE
30%
SSLC
SSLC
HSC DEGREE
65
TABLE 3.10
Distribution of Sample Based on of Father’s Occupation
Father’s Occupation No of Students Percentage
Government 68 22.7
Private 131 43.7
Coolie 101 33.6
Total 300 100.0
The table 3.10 makes it clear that 22.7% of the respondent’s fathers have Govt
occupation, and 43.7% of the respondent’s fathers have private occupation and 33.6% of the
respondent’s fathers have coolie occupation.
FIGURE- 3.8
FATHER’S OCCUPATION
Govt
Coolie
Govt
Private Coolie
Private
66
TABLE 3.11
Mother’s Occupation No of Percentage

Students
Government 52 17.3
Private 138 46.0
Coolie 110 36.7
Total 300 100.0
The table 3.11 makes it clear that 17.3% of the respondent’s mothers Govt occupation,
and 46% of the respondent’s mothers private occupation and 36.7% of the
respondent mother’s collie occupation.
FIGURE- 3.9
Distribution of Sample Based on of Mother’s Occupation
MOTHER’S OCCUPATION
Govt
Coolie
Govt
Private
Private Coolie
46%
67
3.9 STATISTICAL TECHNIQUES USED

The following statistical techniques have been proposed for the present study.
1. Arithmetic Mean
2. Standard Deviation
3. t- test
4. ANOVA
5. Pearson’s Product
1) Arithmetic Mean
Mean is the sum of the scores divided by the number of scores
∑𝑋
𝜇=
𝑁
Where
𝜇 = Mean
X = The sum of the scores of the
distribution N = Number of scores
ii) Standard Deviation (SD)
Standard deviation of the set of a score is defined as the square root of the average
of the squares of the deviation of each from the mean where
√𝑁 ∑ 𝑋2 − ∑(𝑌)2
𝜎=
𝑁
𝜎 = Standard deviation
∑ 𝑋2 = The squared sum of the scores
∑ 𝑌2 = The sum of the score of the distribution
N = Number of scores
iii) t– test
Test of significance is used to find the significance level of difference between two
groups of population from the mean and standard deviation of the two groups, the t – value
are calculated using the formula
𝑋1−𝑋2
𝑡 = 𝜎12 𝜎22
√ 𝑁1 + 𝑁2
where
X1 = Mean of the first sample
X2 = Mean of the second sample
𝜎1 = Standard deviation of the first sample
68
𝜎2 = Standard deviation of the second sample

iv) Analysis of variance
Mean square between groups
𝐹=
Mean square within groups
Where
sum of square between groups

Mean square between groups = Degree of freedom between groups
Mean square within groups = Total sum of square – within sum of squares
sum of square within groups
sum of square within groups =
Degree of freedom within groups
Mean square within groups = Total number of scores in each set – 1 ,
multiplied by number of sets.
Total sum of squares = within sum of squarest between sum of squares
(Aggarwal, 1988 :210)
v) Correlation analysis
Correlation means the relationship between two or more paired variables
between two or more sets of data.
N ∑ XY − ∑ X ∑ Y
𝑟= 2 2 2 2
√[N ∑ X − ∑(X) ]√[N ∑ Y − ∑(Y) ]
Where
X = Raw scores in X test
Y = Raw scores in Y test
N = Total number of pairs of scores.
∑ X2 = Sum of the squares of X
∑ Y2 = Sum of square of Y
vi. Pearson’s Product Moment Method of Correlation
N∑xy − (∑x)(∑y)
𝛾=
√𝑁∑𝑥2 − (∑𝑥)2√𝑁∑𝑦2 (∑𝑌)2
Where
𝛾 - Correlation co- efficient
mber of parried scorers

N - Nu
Σx - Sum of x score
-
69
Σy - Sum of y score
Σxy - Sum of x product of paired x and y scores.
VI) Percentage Analysis
High Level = the scores with above mean + 1 standard deviation
Moderate level = the scores between mean ± 1 standard deviation
Low level = the scores with below mean – 1 standard deviation
3.18 DELIMITATIONS OF THE STUDY
 The study is limited to the high school students only.
 Only 300 students have been closed for the study.
 Only two variables are chosen for this study.

70
CHAPTER - IV
ANALYSIS OF
DATA
4.1 INTRODUCTION
The analysis of data is the most skilled process in the research that decides the
quality of the entire research. Kothari (1990) stated, “Analysis of data is essential for
scientific study and for ensuring that we have all relevant data for making contemplated
comparisons and analysis”. The term analysis refers to the computation of certain
measures along with searching for pattern of relationship that exist among data groups.
Statistics is a body of mathematical techniques or processes for gathering, organizing
analyzing and interpreting numerical data (Best, 1977). Statistics is a basic tool of
measurement in educational research. It is used to describe and made interpretations from
raw data that collected using tools. Without statistics and analysis part of the educational
research, that is no blind process without any scope and meaning.
4.2DATA ANALYSIS
The collected data were analyzed and presented in the following order.
❖ Analysis on the scores of Self learning .
❖ Analysis on the scores Academic Achievement.
❖ Correlation analysis on the scores of self learning and Academic Achievement.
4.3OBJECTIVES TESTING
The objectives framed in the present study deals with different demographic
variables such as Gender, Group, Type of the Management, Locality of the School,
Qualification of theFather and Mother, Occupation of the Father and Mother Parental
Encouragement and Academic achievement of the Higher Secondary School students

71
Hypothesis: I
There is no significant difference between Self learning of high school
students with respect to their gender.
TABLE: 4. 1
Significant difference between Self learning of high school

students with respect to their gender
Variables Mean SD t - value p - value Remark
Boys 56.39 5.303
2.297 0.467 NS
Girls 54.89 6.014
The mean value obtained by Boys and Girls were 56.39 and 54.89
respectively. Fromthe table, the p – value (0.467) is not significant at 0.05 levels.
This result indicates that the p – value is greater than 0.05 at 5% level of
significance. Hence, the hypotheses are accepted. It shows that there is no
significant difference between the boys and girls in their Self learning.
72
Hypothesis: 2
There is no significant differences between Self learning of High school
TABLE: 4. 2
Significant differences between Self learning of High school students

with respect to their Group
Source Sum of Mean F P Remark

Squares square
465.647 232.823
Between Group
7.462 0.001 S
9266.300 31.200
WithinGroup
The calculated F- value (F= 7.462, P< 0.05) is significant at 0.05 level.
This result indicates that there exists significant difference between higher
secondary school students studying different group in their Self learning.
Therefore, it can be conclude that students belonging different group has
influence on self learning of higher secondary school students.
The result does not help to identify exactly the pairs of groups, which
differ significantly. Hence Scheffe multiple comparison is used for further
analysis. Result of Scheffe’s procedure is given in Table: 4.3

73
Table: 4.3
Results of Scheffe’s procedure
Age Group N Pair P (Scheffe) Remark

Arts (A) 79 A Vs B 0.003 S
Science (B) 106 B Vs C 0.004 S
Others (C) 115 A Vs C 0.921 NS
The result showed that there exists significant difference between Arts group and
Sciencegroup and Science group and others group in their Self learning. The other pair
Artsgroup and others group not significant difference in their self learning
Hypothesis: 3
There is no significant difference between Self learning of High school students

with respect to their locality of the Students.
TABLE: 4. 4
Significant difference between Self learning of High school students

with respect to their locality of the Students
Variables Mean SD t – value p - value Level of

Significance
Rural 55.83 5.717

0.577 0.995 NS
Urban 55.45 5.705
The obtained t-value (0.577, p < 0.995) is not significant at 0.05 level. This
result indicates that the p – value is greater than 0.05 at 5% level of significance. Hence,
the hypothesis is accepted. It shows that there is no significant difference between the
rural and urban students in their self learning.

74
Hypothesis: 4
with respect to their Locality of the School
TABLE: 4. 5
Significant difference between Self learning of High school students

with respect to their Locality of the School
Variables Mean SD t - value p – value Remark
Rural 54.97 5.427

2.043 0.302
56.31 5.900 NS
Urban
The obtained t-value (2.043, p < 0.302) is not significant at 0.05 level.
This result indicates that the p – value is greater than 0.05 at 5% level of
significance. Hence, the hypothesis is accepted. It shows that there is no
significant difference between the rural and urban school students in their Self
learning.
75
Hypothesis: 5
with respect to their type of school.
TABLE: 4. 6
Significant difference between Self learning of High school students with
respect to their type of school
Sum of Mean Remark

Source F P
Squares square
Between 105.181 52.590

Group NS
1.622 0.199
Within 9626.766 32.413
Group
The calculated F- value (F= 1.622, P< 0.05) is not significant at 0.05 level. This
result indicates that there is no significant difference between higher secondary school
students belonging to different type of management in their Self Learning. So it can be
concluded that the type of management of the school has no influence on Self learning
of higher secondary school students.

76
Hypothesis: 6
There is no significant difference between Self learning of High School Students
with respect to their qualification of father.
TABLE: 4. 7
significant difference between Self learning of High School

Students with respect to their qualification of father
Sum of Remark
Source Mean F P
squares
square
Between 0.232 0.116

Group
Within 9731.714 32.767 NS
0.004 0.996
Group
The calculated F- value (F= 0.004, P< 0.05) is not significant at 0.05 level.
This result indicates that there is no significant difference in the mean square of self
learning of higher secondary school students with respect to the educational
qualification of father.
77
Hypothesis: 7
There is no significant difference between Self learning of High School Students
with respect to their qualification of mother.
TABLE: 4. 8
Significant difference between Self learning of High School

Students with respect to their qualification of mother
Mean Remark
Source Sum of F P
squares square
Between 17.397 8.698

Group
Within 0.266 0.767 NS
9714.550 32.709
Group
resultindicates that there is no significant difference in the mean square of self learning
of higher secondary school students with respect to the educational qualification of
mother.
78
Hypothesis: 8
There is no significant difference between self learning of High School
Students with respect to their occupation of father.
TABLE: 4. 9
Significant difference between self learning of High School Students with respect
to their occupation of father
Sum of Mean Remark

Source squares square F P
Between 93.409 46.705

Group NS
1.439 0.239
Within 9638.537 32.453
Group
of higher secondary school students with respect to their father’s occupation.

79
Hypothesis: 9
There is no significant difference between self learning of High School Students
with respect to their of occupation mother.
TABLE: 4. 10
Significant difference between self learning of High School

Students with respect to their of occupation mother
Sum of Mean Remark

Between 28.229 14.114

Group 0.432 0.650
Within NS
9703.718 32.672
Group
of higher secondary school students with respect to their mother’s occupation.

80
Hypothesis: 10
There is no significant difference between academic Achievements of high
school students with respect to their gender.
TABLE: 4. 11
Boys 59.96 10.067

NS
Girls 61.09 11.532 - 0.908 0.107
The mean value obtained by Boys and Girls were 56.96 and 61.09 respectively.
Fromthe table, the p – value (0.107) is not significant at 0.05 level. This result indicates
that the p –value is greater than 0.05 at 5% level of significance. Hence, the hypotheses
are accepted. It shows that there is no significant difference between the boys and girls
in their academic achievement.

81
Hypothesis: 11
There is no significant difference between academic Achievements of high school
TABLE: 4. 12
Significant difference between academic Achievement of high school students

with respect to their group
Source Sum of Mean F P Remark

squares square
Between
Group
1526.417 763.208 6.782 0.001 NS
Within 33420.463 112.527

Group
The calculated F- value (F= 6.782, P< 0.05) is significant at 0.05 level. This
result indicates that there exists significant difference between higher secondary
school students belonging to studying group in their academic achievement.
Therefore, it can be conclude thatstudying different group has influence on academic
achievement of higher secondary school students.

82
Hypothesis: 12
school students with respect to their locality of students.
TABLE: 4.13
Rural 60.95 10.762

NS
0.736 0.561
Urban 60.03 10.885
The obtained t-value (0.736, p < 0.561) is not significant at 0.05 level. This
rural and urban students in their academic achievement.

83
Hypothesis: 13
students with respect to their locality of school.
TABLE: 4. 14
significant difference between academic Achievements of high school students

with respect to their locality of school.
Rural 60.20 11.137

NS
-0.501 0.506
Urban 60.82 10.521
The obtained t-value (-0.501, p < 0.506) is not significant at 0.05 level. This
rural and urban school students in their academic achievement.

84
Hypothesis: 14
school students with respect to their type of school.
TABLE: 4. 15
Significant difference between academic Achievements of high school students

with respect to their type of school
Sum of Mean Remark

Source F P
squares square
Between 1564.365 782.183
Group
6.959 0.001 NS
Within 33382.515 112.399
Group
The calculated F- value (F= 6.959, P< 0.05) is not significant at 0.05 level. This result
indicates that there is no significant difference between higher secondary school students
belonging to different type of management in their academic achievement. Hence, the
hypotheses are accepted. So it can be concluded that the type of management of the school
has no influence on academic achievement of higher secondary school students.

85
Hypothesis: 15
students with respect to their qualification of father.
TABLE: 4. 16
Significant difference between academic Achievements of high school students

with respect to their qualification of father
Mean square Remark

Source Sum of F P
squares
Between 339.293 169.646

Group NS
1.456 0.235
Within 34607.587 116.524
Group
The calculated F- value (F= 1.456, P< 0.235) is not significant at 0.05
level. This result indicates that there is no significant difference in the mean
square of academic achievement ofhigher secondary school students with respect
to the educational qualification of father. Hence, the hypotheses are accepted.

86
Hypothesis: 16
There is no significant difference between academic achievements of high school
students with respect to their qualification of mother.
TABLE: 4. 17
significant difference between academic achievements of high school

students with respect to their qualification of mother
Sum of Remark
Source Mean F P
squares
square
Between 967.813 483.906

Group S
4.230 0.015
Within 33979.067 114.408
Group
The calculated F- value (F= 4.230, P< 0.05) is significant at 0.05 level. This
result indicates that there is significant difference in the mean square of academic
achievement of higher secondary school students with respect to the educational
qualification of mother.
The result does not help to identify exactly the pairs of groups which differ
significantly. Hence Scheffe multiple comparison is used for further analysis. Result
ofScheffe’s procedure is given in Table: 4.26

87
Table: 4.18
Results of Scheffe’s procedure
Educational N Pair P (Scheffe) Remark

Qualification of
Mother
SSLC (A) A Vs B 0.417 NS
85
HSC (B) 125 B Vs C 0.195 NS
Degree (C) 90 A Vs C 0.016 S
The result showed that there exists no significant difference between the students
whose mother’s educational qualification SSLC and HSC, and HSC and Degree in their
academic achievement. The other pair SSLC and Degree exists significant difference
between the educational qualifications of mother in academic achievement.

88
Hypothesis: 17
school students with respect to their occupation of father.
TABLE: 4. 19
Significant difference between academic Achievements of high school students with

respect to their occupation of father.
Sum of Mean Remark

Source squares F P
square
Between 193.146 96.573

Group NS
0.825 0.439
Within Group 34753.734 117.016
The calculated F- value (F= 0.825, P< 0.05) is not significant at 0.05
level. This result indicates that there is no significant difference in the mean
square of academic achievement ofhigher secondary school students with respect
to their father’s occupation. Hence, the hypotheses are accepted.

89
Hypothesis: 18
school students with respect to their occupation of mother.
TABLE: 4. 20
Significant difference between academic Achievements of high school
students with respect to their occupation of mother
Sum of Mean Remark

Between 39.301 19.650

Group
0.167 0.846 NS
Within 34907.579 117.534
Group
result indicates that there is no significant difference in the mean square of academic
achievement of higher secondary school students with respect to their mother’s
occupation. Hence, the hypotheses are accepted.
CORRELATION
For expressing the relation quantitatively between two set of variable we usually
take up the help of an index that is known as co-efficient of correlation. It is a kind of
ration, whichexpresses the extent to which changes in one variable are accomplished by
changes in other variable.
In this study Pearson’s product moment co-efficient of correlation is used to find

90
out the extent of relationship between the two variables self learning and academic
achievement.
INTERPRETATION OF CORRELATION:
The co-efficient of correlation ‘r’ can generally by high, substantial, low or
negligible.Garret (1969) presents the following classification for interoperating
the various value of ‘r’.
a. If ‘r’ is from 0.00 to ± 0.20 there exists indifferent or negligible correlation.
b. If ‘r’ is from 0.20 to ± 0.40 the correlation is low.
c. If ‘r’ is from 0.40 to ± 0.70 the correlation is substantial.
d. If ‘r’ is from 0.70 to ± 1.00 the correlation is high.
The classification of ‘r’ is board and can only accepted as a general
guide with certainobservation.
Hypothesis: 19
There is no significant relationship between self learning and

academicachievement among the higher secondary school students.
Table 4.31
Relationship between Self Learning and AcademicAchievement.

Variables Number ‘r’ Level of Significance
Self learning
300 0.434 NS
Academic
achievement
As it shown in the table Self learning and academic achievement are positively
correlated and significant at 0.05 level. The relationship between the variables may be
described as ‘Low’.
91
Chapter V
FINDINGS, RECOMENTATIONS AND SUGGESTIONS
5.1 OVER VIEW
The final unit of the report contains the findings of the study, interpretation,
educational implications and recommendations and suggestions for further study.
5.2 SIGNIFICANCE OF STUDY
Self learning is encouraged through open-learning programs, individualized study
options, non-traditional courses and other innovative programs. Educational institutions
are developing innovative responses to self-directed learning. There has been
implementation of programs and practices that would be worthwhile in the development of
self-directed learning. Self-directed learning principles have been incorporated into various
practices that have been implemented in terms of adult education (Self-Directed Learning,
2006). The incorporation of modern and innovative methods has rendered an indispensable
contribution in promoting self-directed learning. The individuals are making extensive
usage of technologies in not only preparation of assignments, projects and presentations,
but they are making use of internet and learning apps to enhance their learning The
encouragement of parents will bring out marvelous change in academic performance. Self
Learning is a process that occurs naturally for everyone. Self-directed learning is an
essential skill required in the 21st century educational world. This learning approach
increases the motivation of students to learn, since they are the makers of their own
knowledge, they experience a sense of independence while learning., choosing and
implementing appropriate learning strategies, and evaluating learning outcomes"
Information Technology is an important subject because today all daily activities are
related to technology. Technology plays an important role to run all the activities in an
easy going manner. Now we are in area of knowledge explosion and everywhere we get
information. So traditional classroom learning is not enough for gaining the full advantage
of the excess information. The only solution that students must try is to process
92
information by using their own knowledge and skill. Here comes the significance and use
of Self Directed learning in educational field. Self Learning helps the students to grasp
information The present study focuses on the self learning and academic achievement of
high school students. This study is the best and the need of the hour to bring out the
different background dwelling in rural or urban, socio-economic status, educational status,
influence the academic aspect of their children. In this view, the researcher is interested to
work on the present research problem. The present study is the unique one to explore and
present in what way and how Self learning change in academic achievement of high school
students.
5.3 OBJECTIVES OF THE STUDY:
 . To find out if there is any significant difference in the Self learning of high
school students with respect to their Qualification of Father.
93

high school students with respect to their Gender.

high school students with respect to their Group.

high school students with respect to their Locality of Student.

high school students with respect to their Locality of School.

high school students with respect to their Type of management.

high school students with respect to their Qualification of Father.

high school students with respect to their Qualification of Mother

high school students with respect to their Occupation of Father.

high school students with respect to their Occupation of Mother.
5.4 HYPOTHESES OF THE STUDY:
 There is no significant difference in the Self learning of high school students with
respect to their Gender.
respect to their group.
94
respect to their Locality of Student.
respect to their Locality of School.
respect to their Type of management.
respect to their Qualification of Father.
respect to their Qualification of Mother.
respect to their Occupation of Father.
respect to their Occupation of Mother.
 There is no significant difference in the academic achievement of high school





 15. There is no significant difference in the academic achievement of high school

students with respect to their Qualification of Father.
95



5. 5 FINDINGS ON SELF LEARNING
 There is significant difference between male and female Higher Secondary School
Students in their Self learning.
 There is significant difference in Self learning of Higher Secondary School
Students with regard to age.
 There is no significant difference in Self learning of Higher Secondary School
Students with regard to locality of school.
Students with regard to locality of student.
Students with regard to type of school.
Students with regard to father’s education.
 There is significant difference in Self learning of Higher Secondary School
Students with regard to mother’s education.
Students with regard to father’s occupation.
Students with regard to mother’s occupation.
Students with regard to family income.

96
5.6 FINDINGS ON ACADEMIC ACHIEVEMENT
There is no significant difference among Higher Secondary School Students in
their Academic Achievement with regard to gender.
their Academic Achievement with regard to age.
There is significant difference among Higher Secondary School Students in their
Academic Achievement with regard to type of school
their Academic Achievement with regard to father education.
There is significant difference among Higher Secondary School Students in their
Academic Achievement with regard to mother’s education.
There is no significant difference among of Higher Secondary School Students in
their Academic Achievement with regard to father’s occupation.
their Academic Achievement with regard to mother’s occupation.
their Academic Achievement with regard to family income.
5.7 INTERPRETATIONS
 Self learning and academic achievement are negatively correlated with each
other; mean increase of one will result in the decrease of the other one.
 There exists a significant difference in the relationship between level of Self
learning and academic achievement of higher secondary school students.
Academic Achievement and Self learning of higher secondary school

97
students are positively correlated with each other, means increase of one
will result in the increase of the other one.
 There exists a significant difference in the relationship between Academic
Achievement and Self learning of higher secondary school students.
 Keeping in mind the above findings, we can confidently say that the
present study provides evidence on the nature and relationship among
independent variables and demographic variables that impact Self learning
of higher secondary school students.
 The study explains the importance of Self learning and Academic
Achievement and socio-economic status as factors affecting Self learning
and the relationship among these variables.
 The outcomes are valuable not only from Self learning point of view, but
also from research point of view too, in the largely unexplored field of Self
learning , the factors responsible for the development of positive Self
learning and how best utilizing it for the student adjustment and in turn all
round development of the learner
5.8Educational Implications
 In the present study we have seen the girl’s high school students are having higher
Self learning as compared to boys. The reason for low morale of boys can be in
their upbringing or the more importance they get in their families as compared to
girls.
 It can be because of the competitive life boys face as compared to girls. Another
finding of the study was that the rural students were having high morale as
compared to high SES students. Rural students live in an environment where
cooperation is more as compared to cities.
 If we talk about higher secondary school students, this is the period of all kind of
development in them. This is the period when they are full of youthful energy. This
98
is the time when different qualities like leadership, patriotism, team spirit etc. can
be imbibed in them.
 The peer group is the only group they confide in. This is the time when characters
are formed and personalities are developed.
 The programmes planned at this stage will decide the future of the youths and so
the society and nation. This is the period of development of their morale. All kinds
of complexes and hesitation can be removed by enhancing their morale. So, we
conclude that by developing the morale of the student we can get rid of a thousand
of problems.
 How students perceive each other and interact with one another is a neglected
aspect of instruction. Much training time is devoted to helping teachers arrange
appropriate interactions between students and materials (i.e., textbooks, curriculum,
and programmes ) and some time is spent on how teachers should interact with
students, but how students should interact with one another is relatively ignored.
 How teachers structure student – student interaction patterns has a lot to say about
how they feel about each other, and how much self – esteem they have. It can be
done by enriching teacher training programmes with the techniques and skills of
Self learning development.
 The teacher trainers of all the training programmes ( D.Ed., B.Ed . and M.Ed)
should be trained in the skill of morale development.
 The concept of morale should be included in the curriculum of teacher training
programmes.
 Pupil teachers should be involved more and more in group activities. Workshops,
seminars and extension lectures on morale development should be arranged for the
future teachers.
 Co-operative learning can be an alternative. When they will be in a position to
develop the morale of the students.

99
 The heads of the schools should arrange different co-curricular activities
throughout the year for the students.
 The teachers should encourage them and motivate them, so that, hundred percent
participation in co-curricular activities can been courage them and motivate them ,
so that, hundred percent participation in co-curricular activities can be insured.
 While working in groups, the roles, responsibilities and accountability of the
students, towards self, institution and society should be fixed by the teacher.
 Those values that can enhance morally should be developed in learners. It is
because of the group activities in public schools that has made them very popular
in urban area these days.
 The results obtained in the present study provide valuable evidence recording the
influence of variables namely, types of school, sex, locality, and creative in relation
to the Self learning of adolescent students. The results also provide a convincing
evidence of morale development.
5.9 Suggestions for further Study
The present study has been directed towards studying Self learning of
adolescent students in relation to locus of control, and intelligence. It has been
conducted under some limitations of time, sample etc. below are given some
suggestion for further research:
 A similar kind of study may be repeated with a larger sample and in different
geographical regions so as to have a deep understanding as Self learning.
 The present study was conducted on Higher Secondary School Students only. For
generalizations of the findings, the study could be extended to students of other
educational levels – primary, secondary, senior secondary and university education
 The study may be conducted using other methodology, population and settings.
 Some other demographic variables like intelligence, emotional intelligence,
anxiety, locus of control and personality of the students could also be taken
100
 Comparative studies can be taken up between residential and day – boarding
schools
 Similar studies may be undertaken by taking other variables like teaching
competency, job satisfaction, teaching attitude, self concept etc
 Different school systems are characterize by different standards of excellence in
student morale it will be a useful research Endeavour to compared different school
system such as Model Sanskrit, Navodaya & Central, Residential day boarding,
and public and traditional schools in respect of the variables used in this study
 The investigator has completed the study with the hope that the outcomes would
help in improving the better understanding of Self learning of Higher Secondary
School Students. The investigator is hopeful that the studies suggested here would
be carried out by the future researches.

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Appendix I
Preliminary Draft
IMMANUEL ARASAR COLLEGE OF

EDUCATION NATTALAM
Programme : M.Ed
Investigator : ANISHA L K
Guide : Mr. Manisekaran

Topic : A STUDY ON SELF LEARNING AND ACADEMIC
STUDENTS
Dear Student,
I request you to respond to the following details promptly. So, as to enable me to
gather information for my M. Ed dissertation. The information you provide will be keep
confidential and used only for my research purpose.
Thank you
Yours Faithfully,
ANISHA L K
PERSONAL DATA SHEET
Name of the teacher :
Name of the School :
Gender : Male / Female
Group : Arts / Science / Others
Students Locality : Rural/ Urban
School Locality : Rural/ Urban
Type of School : Government / Aided/

unaided
Father Education : X / XII/ Degree
Mother Education : X/ XII /Degree
Father’s Occupation : Government/ private/ coolie

Mother Occupation : Government/ Private/
Coolie
SELF LEARNING SCALE
INSTRUCTION:
There are statements given below which indicate your emotional nature. You have
to respond to each statement by putting a tick (√) mark against any one of the five
choices. Please do not omit any statement.
SA : Strongly Agree
A : Agree
UD : Un Decided
D : Dis-Agree
SD : Strongly Dis-agree
Statements SA A UD D SD
S.No
1. I can see the benefits for my work and/or
personal development from completing the
program.
2. I do not monitor how much I have achieved in

terms of learning at each stage of a course.
3. I know what I want to achieve in terms of

learning from the program.
4. I am at a loss as to what I should be learning over

the duration of a course.
5. I set targets to achieve for assignments and

examinations for each course.
6. I do not know why I chose the degree program I

have enrolled in.
7. I find time to study the learning materials and/or

resources in a course.
8. I do not know what I'm supposed to be doing

whenever I sit down to study.
9. I feel that I have too much to accomplish in terms

of learning towards the end of each course.
10. I do not submit my assignments on time.
11. I plan what I need to learn in a course.
12. I set aside enough time to study for examinations

and/or do the assignments in a course.
13. I persist in finishing uncompleted study tasks as

quickly as possible.
14. I keep postponing my study tasks designated in a

course.
15. I find studying for the course is of high priority

for me.
16. I prefer to do other things than study the learning

materials or resources.
17. I find excuses for not studying for courses.
18. I follow my study schedule.
19. I do not understand what my instructor says

during online presentations.
20. I do not know how to pick up important

information during online presentations.
21. I cannot focus during online presentations.
22. I do the required reading before online

presentations.
23. I can follow the pace of online presentations.
24. I reflect on what I have learnt during online

presentations.
25. I do not understand the assigned readings.
26. I cannot relate the content of the readings to the

course objectives.
27. I relate the content of the learning materials or

resources to my work or life.
28. I understand what I have written in my own notes

taken in seminars or online presentations.
29. I do not know how to make notes from my

readings.
30. My notes are sufficient to help me prepare for

examinations/assignments.
31. I do well on my assignments. 32 I do not know

what is required in my assignments.
32. I do not know how to write my assignments.
33. I am able to present the information in my

assignments clearly.
34. The information I gathered for my assignments is

relevant.
35. I do not know what information to search for in

doing my assignments.
36. I learn from my instructor and peers during

online discussions.
37. I do not know how to prepare for online

discussions.
38. I can follow the content of threaded discussions.
39. I do not know what to write in response to

discussion topics posted on discussion forums.
40. I love attending seminars.
41. I am physically drained when I am studying.
42. I feel motivated whenever I am studying.
43. I fear not doing well on my

assignments/assessments.
44. I am demoralized when I do not meet the

expectations I set for myself in my studies.
45. I do not worry about not submitting my

assignment on time.

during the seminar sessions.

information during seminars.
48. I cannot focus during seminars.
49. I do the required reading before seminars.

seminars.
51. I reflect on what I have learnt during seminars.
52. I can remember the required facts and

knowledge during tests and examinations.
53. I am nervous during tests and examinations.
54. I am able to complete all the questions in tests

and examinations.
55. I do not understand what is required of me when

tackling the questions in tests and examinations.
56. I do poorly in tests and examinations.
57. I feel confident when taking tests and

examinations.
58. The internet makes my life more interesting.
59. I try to avoid study work that needs computers.
60. I use social media such as Facebook, Twitter,

internet forums etc. regularly.
61. I feel intimidated whenever I use the internet.
62. I have problems using computer software and

hardware.
63. I am very comfortable using a computer.
64. The internet provides me with a wealth of

resources for my assignments.
65. I do not know how to evaluate and extract

relevant information from the internet for my
assignments.
66. I am able to use the information I gathered in my

assignments meaningfully.
67. I do not know how to use the library resources.
68. I spend too much time researching information

for my assignments.
69. The library resources are very useful for

researching my assignments
FINAL DRAFT
IMMANUEL ARASAR COLLEGE OF

EDUCATION NATTALAM
Programe : M.Ed
Investigator : ANISHA L K
Guide : Mr. Manisekaran

Topic : A STUDY ON SELF LEARNING AND ACADEMIC
STUDENTS.
Dear Student,
I request you to respond to the following details promptly. So, as to enable me to

gather information for my M. Ed dissertation. The information you provide will be keep
confidential and used only for my research purpose.
Thank you
Yours Faithfully,
ANISHA L K
PERSONAL DATA SHEET
Name of the teacher :
Name of the School :
Gender : Male / Female
Group : Arts / Science /
Others
Students Locality : Rural/ Urban
School Locality : Rural/ Urban
Type of School : Government / Aided/ unaided

Father Education : X / XII/ Degree
Mother Education : X/ XII /Degree
Father’s Occupation : Government/ private/ coolie
Mother Occupation : Government/ Private/
Coolie
SELF LEARNING SCALE
INSTRUCTION:
There are statements given below which indicate your emotional nature. You have
to respond to each statement by putting a tick (√) mark against any one of the five
choices. Please do not omit any statement.
SA : Strongly Agree
A : Agree
UD : Un Decided
D : Dis-Agree
SD : Strongly Dis-agree
Statements SA A UD D SD
S.No
1. I can see the benefits for my work and/or
personal development from completing the
program.
2. I do not monitor how much I have achieved in

terms of learning at each stage of a course.
3. I know what I want to achieve in terms of

learning from the program.
4. I set targets to achieve for assignments and

examinations for each course.
5. I do not know why I chose the degree program I

have enrolled in.
6. I do not know what I'm supposed to be doing

whenever I sit down to study.
7. I feel that I have too much to accomplish in terms

of learning towards the end of each course.
8. I do not submit my assignments on time.
9. I plan what I need to learn in a course.
10. I set aside enough time to study for examinations

and/or do the assignments in a course.
11. I persist in finishing uncompleted study tasks as

quickly as possible.
12. I keep postponing my study tasks designated in a

course.
13. I find studying for the course is of high priority

for me.
14. I prefer to do other things than study the learning

materials or resources.
15. I find excuses for not studying for courses.
16. I follow my study schedule.

during online presentations.

information during online presentations.
19. I cannot focus during online presentations.
20. I do the required reading before online

presentations.
21. I can follow the pace of online presentations.
22. I reflect on what I have learnt during online

presentations.
23. I do not understand the assigned readings.
24. I do not know how to make notes from my

readings.
25. My notes are sufficient to help me prepare for
examinations/assignments.
26. I do well on my assignments. 32 I do not know

what is required in my assignments.
27. I do not know how to write my assignments.
28. I am able to present the information in my

assignments clearly.
29. The information I gathered for my assignments is

relevant.
30. I do not know what information to search for in

doing my assignments.

online discussions.
32. I do not know how to prepare for online

discussions.
33. I do not know what to write in response to

discussion topics posted on discussion forums.
34. I love attending seminars.
35. I feel motivated whenever I am studying.
36. I fear not doing well on my

assignments/assessments.
37. I am demoralized when I do not meet the

expectations I set for myself in my studies.
38. I do not worry about not submitting my

assignment on time.
39. I cannot focus during seminars.
40. I do the required reading before seminars.

seminars.
42. I reflect on what I have learnt during seminars.
43. I can remember the required facts and

knowledge during tests and examinations.
44. I am nervous during tests and examinations.
45. I do not understand what is required of me when

tackling the questions in tests and examinations.
46. I feel confident when taking tests and

examinations.
47. The internet makes my life more interesting.
48. I try to avoid study work that needs computers.
49. I feel intimidated whenever I use the internet.
50. I am very comfortable using a computer.
51. The internet provides me with a wealth of

resources for my assignments.
52. I am able to use the information I gathered in my

assignments meaningfully.
53. I do not know how to use the library resources.
54. I spend too much time researching information

for my assignments.

Anisha

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A STUDY ON SELF LEARNING AND ACADEMIC

ACHIEVEMEENT OF HIGH SCHOOL

Dissertation submitted to Tamil Nadu Teachers Education University Chennai

In partial fulfillment for the award of the Degree of

Under the Guidance of

IMMANUEL ARASAR COLLEGE OF EDUCATION

Certified that the dissertation entitled, “A STUDY ON SELF LEARNING

AND ACADEMIC ACHIEVEMEENT OF HIGH SCHOOL STUDENTS” submitted by

Date : Signature of the Guide

I hereby declare that the dissertation entitled “A STUDY ON SELF LEARNING

AND ACADEMIC ACHIEVEMEENT OF HIGH SCHOOL STUDENTS” submitted by

title of any university or institution previously.

Place :Nattalam ANISHA L

I express my sincere gratitude to my guide Mr. Manisekaran, Assistant

I greatly acknowledge my sincere thanks to our beloved Principal Dr. L. VINILA

I express my sincere thanks to my parents, sisters and my husband who have

directly and indirectly contributed in this dissertation.

S.NO. CHAPTERS PAGE NO.

I CONCEPTUAL FRAME WORK 1

V FINDINGS, RECOMENTATIONS AND 90

1.3 Principles of Self Learning 4

1.4 Process of Self-Learning 6

1.5 Importance of Self-Learning 8

1.6 Characteristics of Self-Learning Materials 9

1.7 Factors Influencing Self-Directed Learning 13

1.8 Benefits of Self-Directed Learning 17

1.9 Supporting Self-Directed Learning 18

1.10 Academic Achievement 22

1.11 Factors Influencing Academic Achievement 25

1.12 Factors Affecting Academic Achievement 26

1.13 Important of Academic Achievement 27

1.14 Ways of Academic Achievement 29

1.15 Significance of The Study 30

1.16 Statement of The Problem 31

1.17 Title of The Study 31

1.18 Operational Definitions 31

1.21 Delimitations Of The Study 35

3.2 Methods Of Research 49

3.3 Method Adopted In The Present Study 51

3.4 Purpose And Uses Of Survey Method 51

3.5 Characterisitics Of Normative Survey Method 51

3.6 Tools Used In The Present Study 52

3.7 Validity Of The Test 52

3.8 Reliability Of The Test 55

3.9 Statistical Techniques Used 66

4.2 Data Analysis 69

4.3 Objectives Testing 69

5.2 Significance of the Study 90

5.3 Objectives of The Study 91

5.4 Hypotheses of The Study 92

5. 5 Findings on Self learning 94

5.6 Findings on Academic Achievement 95

5.8 Educational Implications 96

5.9 Suggestions for further Study 98

School Students With Respect to their Gender

School Students With Respect to their Qualification of

School Students With Respect to their Qualification of

of High School Students With Respect to their Locality

of High School Students With Respect to their Occupation

empowerment of women is an essential and important pillar to optimize the good