C.S.J.M.

UNIVERSITY, KANPUR

DISSERTATION
Submitted
For the Partial Fulfillment of the Requirement of the
Degree of

MASTER OF EDUCATION ([Link].)

SESSION : 2022-2024

SUPERVISOR : RESEARCHER :

Dr. JYOTI MISHRA RIDHI BHATIA

Assistant Professor [Link]. (Student)
[Link]. Department

FACULTY OF EDUCATION
BHAGWANTI EDUCATION CENTER DEGREE COLLEGE
BITHOOR, MANDHANA ROAD, KANPUR [U.P.]
Ridhi Bhatia 
DECLARATION

I, RIDHI BHATIA, hereby declare that dissertation entitled

"A STUDY OF THE EFFECT OF HOME ENVIRONMENT ON ACADEMIC

ACHIEVEMENT OF ADOLESCENTS AT SECONDARY LEVEL" for [Link].

degree of C.S.J.M. UNIVERSITY, KANPUR, for the seasonal year 2022-

2024 is my original work. It has been completed under the able

guidance of Dr. JYOTI MISHRA, Bhagwanti Education Center Degree

College Bithoor, Mandhana Road, Kanpur.

Place: Kanpur RIDHI BHATIA

([Link] Student)
Date :

[3]
CERTIFICATE

This is to certify that RIDHI BHATIA, [Link]. student BHAGWANTI

EDUCATION CENTER DEGREE COLLEGE BITHOOR, MANDHANA ROAD,

KANPUR has worked under my supervision for the dissertation entitled

"A STUDY OF THE EFFECT OF HOME ENVIRONMENT ON ACADEMIC

ACHIEVEMENT OF ADOLESCENTS AT SECONDARY LEVEL ".

This dissertation, to the best of my knowledge is the original work of

the student and is being presented for the first.

Supervised By
Place:
Kanpur Date :

DR. JYOTI MISHRA

Assistant Professor
Department of
[Link].
Bhagwanti Education Center Degree
College Bithoor, Mandhana
Road, Kanpur

[4]
ACKNOWLEDGEMENT

I am highly indebted and grateful to my supervisor Dr. JYOTI MISHRA,

Assistant Professor, Department of Education, Bhagwanti Education
Center Degree College Bithoor, Mandhana Road, Kanpur, whose
expertise understanding, generous guidance and support made it
possible for me to work on this topic than you for encouraging me with
your kind words when I picked the topic for my research and also for
your kind help- Ma’am, words can never be enough to thank you
kindness.

I would like to thank Dr. ARCHANA SINGH (Principal) for giving the
right advice at the right time and for being a source of motivation. Your
lectures have been really insightful.

I am grateful to ALL FACULTY MEMBERS for finding out time to reply to

my queries, for being ever so kind to show interest and for giving their
precious and kind advice regarding the topic of my dissertation.

I am hugely indebted to my parents Mr. RAVI BHATIA and Mrs. ANJU

BHATIA who put their faith in me and urged me to do better. I do not
think I can repay the debt I own them.

Place: RIDHI BHATIA

Kanpur Date : [Link]. (Student)

[5]
CONTENT

FIRST CHAPTER INTRODUCTION 1-10

1.1 INTRODUCTION
1.2 NEED AND IMPORTANCE
1.3 STATEMENT OF THE PROBLEM
1.4 DEFINITION OF TERMS USED IN
THE PROBLEM
1.5 OBJECTIVES
1.6 HYPOTHESIS
1.7 DELIMITATIONS
SECOND CHAPTER REVIEW OF RELATED LITERATURE 11-17
2.1 REVIEW OF RELATED LITERATURE
2.2 LITERATURE RELATED TO HOME
ENVIRONMENT AND ACADEMIC
ACHIEVEMENT
THIRD CHAPTER RESEARCH METHODOLOGY 18-24
3.1 RESEARCH METHODOLOGY
3.2 METHODS OF EDUCATIONAL RESEARCH
3.3 METHOD OF RESEARCH FOR
THE PRESENT STUDY
3.4 SAMPLE SELECTION
3.5 RESEARCH TOOLS
3.6 STATISTICAL METHODS USED
FOR ANALYSIS OF DATA
FOURTH CHAPTER ANALYSIS AND INTERPRETATION OF DATA 25-37
4.1 ANALYSIS OF DATA
4.2 HOME ENVIRONMENT OF THE
ADOLESCENTS AT SECONDARY
LEVEL
4.3 ACADEMIC ACHIEVEMENT OF THE

[6]
ADOLESCENTS AT SECONDARY LEVEL
4.4 HOME ENVIRONMENT OF THE
ADOLESCENT BOYS AND GIRLS
AT SECONDARY LEVEL
4.5 ACADEMIC ACHIEVEMENT OF
THE ADOLESCENT BOYS AND
GIRLS AT SECONDARY LEVEL
4.6 RELATIONSHIP BETWEEN HOME
ENVIRONMENT AND ACADEMIC
ACHIEVEMENT OF ADOLESCENT
AT
SECONDARY LEVEL
FIFTH CHAPTER CONCLUSION AND SUGGESTIONS 38-42
5.1 CONCLUSION
5.2 EDUCATIONAL IMPLICATIONS OF THE
STUDY
5.3 SCOPE FOR FURTHER RESEARCH

Bibliography 43-44

Appendix 45-47
 SCORE OF THE RESPONDENTS
 TOOL

[7]
FIRST CHAPTER
INTRODUCTION
1.1 INTRODUCTION
1.2 NEED AND IMPORTANCE
1.3 STATEMENT OF THE PROBLEM
1.4 DEFINITION OF TERMS USED IN
THE PROBLEM
1.5 OBJECTIVES
1.6 HYPOTHESIS
1.7 DELIMITATIONS

[8]
SECOND CHAPTER
REVIEW OF RELATED LITERATURE
2.1 REVIEW OF RELATED LITERATURE
2.2 LITERATURE RELATED TO HOME
ENVIRONMENT AND ACADEMIC
ACHIEVEMENT

[9]
THIRD CHAPTER
RESEARCH METHODOLOGY
3.1 RESEARCH METHODOLOGY
3.2 METHODS OF EDUCATIONAL RESEARCH
3.3 METHOD OF RESEARCH FOR THE
PRESENT STUDY
3.4 SAMPLE SELECTION
3.5 RESEARCH TOOLS
3.6 STATISTICAL METHODS USED FOR
ANALYSIS OF DATA

[10]
FOURTH CHAPTER
ANALYSIS AND INTERPRETATION
OF DATA
4.1 ANALYSIS OF DATA
4.2 HOME ENVIRONMENT OF THE
ADOLESCENTS AT SECONDARY LEVEL
4.3 ACADEMIC ACHIEVEMENT OF THE
ADOLESCENTS AT SECONDARY
LEVEL
4.4 HOME ENVIRONMENT OF THE
ADOLESCENT BOYS AND GIRLS AT
SECONDARY LEVEL
4.5 ACADEMIC ACHIEVEMENT OF
THE ADOLESCENT BOYS AND
GIRLS AT SECONDARY LEVEL
4.6 RELATIONSHIP BETWEEN HOME
ENVIRONMENT AND ACADEMIC
ACHIEVEMENT OF ADOLESCENT
AT
SECONDARY LEVEL

[11]
FIFTH CHAPTER
CONCLUSION AND SUGGESTIONS
5.1 CONCLUSION
5.2 EDUCATIONAL IMPLICATIONS OF THE STUDY
5.3 SCOPE FOR FURTHER RESEARCH

[12]
BIBLIOGRAPHY

[13]
Appendix
 SCORE OF THE RESPONDENTS
 TOOL

[14]
CHAPTER-I

1.1 INTRODUCTION-
Education is the act or process of imparting or enquiring knowledge,

developing the powers of reasoning and judgment, and generally of preparing

oneself or others intellectually for mature life. It is a systematic process through

which a child or an adult acquires knowledge, experience skill and sound

attitude. True education is the harmonious development of the physical, mental

moral (spiritual) and social faculties, the four dimensions of life.

Education has been recognized as an essential agent of social change and

development in any society of any country. Education is considered as a potent

instrument through which modernization and social change come to existence.

Education gives an individual the capacity to adapt to change. Building

awareness of the self, society and human welfare more and more rests upon

education. Education is considered the best strategy of initiating, achieving and

sustaining progress and development. Moreover, education can mitigate

disparities in society among people. It is education that lifts a nation to the

heights of progress and greatness. Education has the most persuasive impact on

the development of children. It is said that a child is the future of a nation, so it

is very important to guide him in the right way which is provided by education.

So, without education a country cannot be developed. It increases the sphere of

knowledge and gives direction to the development of an individual‟s personality.

Education enables individual to understand the real life situation and to develop

[15]
an opportunity for creating confidence in the minds and provide a strong base

for rational and value- oriented and nation- building progress. Education

provides awareness and enables man to harmonize himself with his environment

leading to constructing and moulding a peaceful society. Education is one of the

most important being. It is a critical invasive instrument for bringing about

social, economic and political inclusion of people.

Education includes all the knowledge and experiences, acquired during

infancy, childhood, boyhood, adolescence, youth, manhood or old age through

any agency of education- the press, the travels, the club, the nature- formally and

informally. Thus, education becomes the sum-total of all experiences that the

child receives either in the school or outside. In this wider sense, life is

education and education is life. Education, in the broader sense, is transmission

of life “by the living, to the living, through living and for living”. Education is

an art or experience that has a formative effect on the mind, character or

physical ability of an individual. The only purpose of education is to teach a

child how to live his life by developing his mind and equipping him to deal with

reality.

As stated by Kothari Commission, “No nation can leave its security only

to the police and the army, to a large extent national security depends upon the

education of citizens, their knowledge of affairs, their character and their sense

of discipline and their ability to participate effectively in security measure.”

Secondary education is considered as a nation building education. It

prepares the students for higher education in the universities and other

[16]
institutions. So, there is a relationship between secondary education and higher

education. The quality of higher education depends on the secondary education.

Primary education is fundamental to the nation and secondary education forms

the inter connectivity to the higher education system. So, primary and secondary

schooling are considered as “successive phases of a continuing process” and

should be made available to all children.

Secondary education has a very significant place in the total educational

set up. After completing secondary education, an individual steps towards the

road of higher education in different fields. This stage of education is the most

important part of the whole academic life of every young individual to prepare

to adjust him or her in desirable way with the environment of the present

complex life of the society.

The secondary level of education includes students between the age group

of 14-18 years, studying in classes IX-X. In the education system of a country

secondary education occupies an important place. The Secondary Education

commission suggested that the period of secondary education must be 7 years

starting from the age of 11 years to 17 or 18 years.

Academic achievement is defined as the performance of students in the

subjects they study at school. In determines the student‟s status in the class.

Academic achievement is directly related to student‟s growth and development of

knowledge in an educational situation where teaching and learning process taken

place.

[17]
Academic achievement occupies a very important place in education as

well as in learning process. It is the level of performance in school subjects as

exhibited by an individual. Test scores or marks assigned by teachers are

indicators of this achievement. Besides many changes in the aims and practices

of education it still stresses the significance of academic achievement. Quality of

an educational institution mainly depends on the performance of students in

academic and non- academic field.

Achievement is the end product of a learning experience. Academic

achievement or performance is the outcome of education- the extent to which a

student, teacher or institutions has achieved their educational goals. Attaining a

high level of academic performance is what every parent or guardian as well as

teacher wishes for their children, wards and students. Schools and teachers are

generally graded qualitatively by achievement based on the performance of their

students. Academic achievement is the criteria for assessing the learning

outcome. It is the process of measuring the behavioural change of the students at

the end of any instruction. This parameter categories the students as low,

average and fast learners.

Academic achievement is defined by Crow and Crow ( 1969) as the

extent to which a learner is profiting from instructions in a given area of learning

i.e. achievement is reflected by the extent to which skill and knowledge has been

imparted to him.

Goods (1973) has defined academic achievement as a knowledge attain or

skill develop in the school subject usually designate by test score or by mark

assign by teachers.

[18]
Hawes (1982) defined achievement as a successful accomplishment or

performance in particular subject area or courses usually be reasons of skilled

hard work and interest typically summarized in various types of grades, marks

score on descriptive commentary.

The primary environmental of a student is home and if exists a tremendous

impact on a student‟s achievement, Moreover, the home is the primary agent of

education for the child. The home influences the child at the most earliest time

of his life, at a time when his mind is most receptive. It provides the first

impression which may last through the whole life of the child. The family has a

powerful influence on the child and it is important as a primary agent of

socialization. It can enhance or hinder the academic achievement of the child.

The family sets the stage for the development of many important

personality characteristics, providing experiences both within and outside the

home. The customs, traditions and beliefs of our society are first learnt within

the family. A family unit is the unit which builds up a person‟s personality. How

one behaves and what one become in life is very much dependent on family life.

Children from favourable home environment are found to be warm-

hearted, outgoing and socially more intelligent than children from unfavourable

homes.

Home environment is the major factor that influences the overall

development of child. Within the home a child has early interactions with the

members of the family and availability of quality of resources for learning and

playing largely determine the nature of these interactions. Availability of

[19]
stimulating objects, books and play materials within the home are critical

indicators for the overall quality of the home environment. Parents love and

affection make the child more confident contrast, the child who perceives a

parent who is rejecting feels shame and becomes frustrated. A favourable home

environment constitutes of good parent- child relationship.

A “healthy home” involves a sound emotional environment, effective

communication among family members, the willingness to compromise and

strong conflict resolution skills can help foster an atmosphere of mental well

being for everyone.

The home environment, or the family background of the student, includes

all the material resources present at home that affect the student‟s education,

mental status thinking and living. These include factors such as the parent‟s level

of education, their occupation, socio-economic status, family structure and

socializing facilities available at home. Thus, home is the basic institution for

laying the educational foundation of the child upon which the other agents of

socialization are built.

Parent are the first educator of a child. A child‟s family and home

environment has a strong influence on his or her language and literacy

development and educational achievement. The education received by a child

from parents and others at home is most likely to have very significant and

dominant effects on the behaviour of the child later in life. What the child learns

at home and how his/her family motivates him/her towards education contributes

to the child‟s success or failure at school.

[20]
1.2 NEED AND IMPORTANCE -
In a rapidly changing world, the cultivation of an all round personality,

sensitive and open to problems in his environment, is not only important, but is

also urgent. A special care and personalized support system is therefore

imperative to nourish the potentialities of adolescent. During adolescence self is

being crystallized, it is also going through a period of revision and refinement

so, parents, teachers and others can through a meaningful relationship help

adolescents grow in healthy and self actualizing ways. Parents should respect the

child‟s efforts and let them know that they have confidence in their ability to do

well.

Education is result of effective teaching and learning coupled with the

effort of the teacher, the school, the students, parents and their home

environment. Often the school and the teachers are made responsible for the

poor performance of the students.

Most families in our society do not give adequate attention to the

education of their children. They do not know and seem to fulfill their role of

guidance and encouragement in the child‟s performance at school, some people

have the notion that the cause of failure or success in schools are the teachers

and the school authorities, while some others consider that the socio-economic

status of the family has an influence on the child‟s academic performance.

It has been found that optimal self concept development takes place in an

atmosphere of acceptance that allows the adolescent autonomy and opportunity

to learn competencies. It has been a theme in education that a student needs

[21]
good academic self concept by developing an organized, orderly and supportive

environment. But some research works have revealed that the performance of

the students is the joint effort of the school authorities as well as that of parents.

This call for the further research to find the causes of the poor

performance of the students and then proffer solution to that this study will help

to identity some of the home environment factors affecting the student‟s

academic performance and proffer solution to that.

This study will help contribute to the existing knowledge already on

ground concerning the home environment and academic achievement in school

students. The findings of the investigation will help the various authorities as

teachers parents and guardians in adopting methods or techniques in child

rearing as well as teaching so as to bridge the gap of variation in academic

performance and how to organize students that their academic performance and

how to organizes students that their academic performance remains unaffected

of their family conditions.

1.3 STATEMENT OF THE PROBLEM

TO STUDY THE EFFECT OF HOME ENVIRONMENT ON

ACADEMIC ACHIEVEMENT OF ADOLESCENTS AT SECONDARY

LEVEL.

1.4 DEFINITION OF TERMS USED IN THE PROBLEM

Academic Achievement- Academic achievement is the outcome of education-

the extent to which a student, teacher or institutions have achieved their

educational goals. It may be defined as excellence in all academic disciplines in

class as well as co-curricular activities. It refers to the grades both per subject

and overall that the student has obtained in examination.

[22]
Home Environment- The term home environment refers to all the objects,

forces and conditions at home which influence the child physically,

intellectually and emotionally. It refers to the family where children are brought

up.

Adolescents-Adolescents are children between the age of thirteen to nineteen

years. It is the transitional stage of physical and psychological development.

Here it refers to children of age group 15-17 years.

1.5 OBJECTIVES
1. To study the Home Environment of Adolescents at Secondary Level.

2. To study the Academic Achievement of Adolescents at Secondary Level.

3. To study the difference in Home environment of the Adolescent Boys and

Girls at Secondary Level.

4. To study the difference in Academic Achievement of Adolescent Boys

and Girls at Secondary Level.

5. To study the relationship between Home Environment and Academic

Achievement of the Adolescents at Secondary Level.

1.6 HYPOTHESIS
1. There is no significant difference in Home Environment of Adolescent

Boys and Girls at Secondary Level.

2. There is no significant difference in Academic Achievement of

Adolescent Boy and Girls at Secondary Level.

3. There is no significant relationship between Home Environment and

Academic Achievement of Adolescents at Secondary Level.

[23]
1.7 DELIMITATIONS
1. The study will be confined to the schools of Kanpur city only.

2. The study will be delimited to secondary level students.

3. The study will be delimited to 50 adolescent boys and 50 adolescent girls.

[24]
CHAPTER-2
REVIEW OF RELATED LITERATURE

2.1 REVIEW OF RELATED LITERATURE

Review of related literature allows the researcher to acquaint him or

herself with the available knowledge in this particular area of study. It helps the

researcher to find out what has already been done, to know what is yet to be

done and to avoid the duplication of established findings. The review of related

literature helps the researcher to understand the research methodology that

enables him or her to carry out the research in a promising way, to interpret

findings and finally report the conclusions properly. It also makes the researcher

more worthwhile.

2.2 LITERATURE RELATED TO HOME ENVIRONMENT AND

ACADEMIC ACHIEVEMENT-
Several Studies exhibit the role of parental involvement in the academic

achievement of children at school. Home environment factors that have an

impact on child‟s academic achievement have been assessed in these studies.

Some of the research works reviewed for the present study are as follows:

Kaur, J. Rana, J.S. and Kaur, R. (2009) studied on home environment

and academic achievement as correlates of self concept among adolescents.

Objective-To study self concept among adolescent in relation to academic

achievement and home environment.

[25]
Conclusion-The study revealed a positive relationship of home environment

components of protectiveness, conformity, reward and nurturance with self

concept. The correlation of social isolation, deprivation of privileges and

rejection components of home environment is significant negative with self-

concept among adolescents.

Muola, (2010) He researched on the relationship between academic

achievement motivation and home environment among standard eight pupils.

Objective: The objective of this study was to investigate the relationship

between academic achievement motivation and home environment among

standard Eight Pupils.

Sample: The study was carried out on 235 standard Eight Pupils of Kenya from

six urban and rural primary schools randomly selected from Machakos district.

Their age ranged between 13 and 17 years.

Conclusion : The findings of the study indicated a positive relationship between

academic achievement motivation and home environment.

The home environment is one of the determinants academic achievement

motivations. An academically favourable home environment enhances Child,

motivation to achieve academic success which in turn contributes to good

performance in school.

Kazmi S., Farhana S.M. and Parvez T. (2011)-They conducted a study

on parenting style and academic achievement among the students.

Objective-To explore and evaluate the impact of father‟s style of dealing with

children at home and their Academic Achievement at school.

[26]
Sample-The sample of the study consisted of 300 students, their 300 fathers and

20 class teachers.

Conclusion-Father‟s style of dealing coincided with the teacher‟s assessment of

their students and significant association exists between father‟s style and school

achievement of the students at primary and secondary level.

Bandhana and Sharma, P.D. (2012)- They investigated home

environment, mental health and academic achievement among higher secondary

school students.

Objectives: (1) To find significant difference in mental health among Secondary

school students with good and poor home environment.

(2) To find significant difference in mental health among Secondary school

students with high and low academic achievement.

(3) To find significant interaction between home environment and academic

achievement among secondary school student with mental health as dependent

variable.

Sample : The sample of the study consisted 300 participants, 150 female and

150 male.

Conclusion : There exists no significant difference in mental health among

Secondary school students also there is no significant difference in mental health

among Secondary school students with high and low academic achievement. No

significant interaction was found between home environment and academic

achievement among Secondary school students.

[27]
Mishra, S. and Bamba V. (2012)-Conducted a study on the impact of

family environment on academic achievement of secondary school students in

science.

Objective : To study the relationship between school performance and socio-

economic status and impact of family environment on academic achievement of

secondary school children.

Sample : The sample consisted of 130 students with age range of 13 to 18 years.

Conclusion : The study revealed that school performance of secondary school

children has significant and positive relationship with children‟s perception and of

overall family environment. It was also found that achievement orientation and

cognitive simulation dimension of family environment have higher relationship

with school performance.

Soni, (2013)-investigated on a study of the relationship between

Academic Achievement Motivation and Home Environment among standard

10th pupils.

Objective : The main objective of the study was to find relationship between

academic achievement motivation and home environment among standard 10th

pupils.

Sample : The subjects of study comprised of 155 (79 boys and 76 girls) standard

10th pupils from urban (N and rural (N=75) schools from Palanpur Taluka.

Schools were selected through simple random sampling from each of the two

settings.

[28]
Conclusion: The findings of the study indicate a positive relationship between

academic achievement motivation and home environment. The home

environment is one of the determinants of academic achievement motivation. An

academically favourable home environment is likely to enhance the child‟s

motivation to achieve academic success which in turn will contribute to good

performance in school.

Sharma, R. Chaudhary, A. and Sahadav, S. (2013) investigated on the

effect of home environment on the academic achievement of class XI students.

Objective: To find the effect of control, protectiveness conformity, social

isolation, reward, deprivation of privileges, rejection and permissiveness on

academic achievement, respectively.

Sample-The sample consisted of 160 students from senior secondary schools of

Jammu.

Conclusion-No significant relationship was found in control, punishment,

conformity, social isolation, deprivation of privileges and academic

achievement. But a significant relationship was found in protectiveness, reward

and nurturance and academic achievement.

Dhall, (2014)-She researched on Academic Achievement among

Adolescents in relation to Achievement Motivation and Home Environment.

Objectives: (1) To study the relationship between Achievement Motivation and

Academic Achievement of secondary school students.

(2) To study the relationship between Home Environment and Academic

Achievement of secondary school students.

[29]
(3) To find out sex differences among the boy girls of secondary school with

regard to Academic Achievement, Achievement Motivation and Home

Environment among secondary school students.

Sample : A sample of 200 students (100 boys and 100 girls) of IX class of

Ludhiana city was taken.

Conclusion: There exists a significant and positive relationship between

Achievement Motivation and Academic Achievement of secondary school

students. Home environment is significantly related with academic achievement.

Significant difference between home environment of boys and girls of secondary

school were found. Secondary school boys and girls show no significant

difference in respect of achievement motivation.

Kakkar, (2016)-She studied the Academic Achievement in relation to

Home Environment of secondary school students.

Objectives: (1) To study the Home Environment of Secondary school students.

(2) To study Academic Achievement of Secondary school students.

(3) To find out the relationship between Home Environment and Academic

Achievement of Secondary school students.

Sample of the study: Initial sample of 160 was taken randomly from Rohtak

District of Haryana. The whole sample was drawn from Senior Secondary

school students.

Conclusion: The following conclusions were drawn in the given research:

1. Adolescent boys are affected by their Home Environment but very

slightly.

[30]
2. Academic score of adolescent girl students reveals that Academic

Achievement of 12th class girl students is independent of the

Environment prevailing in their homes.

3. Home environment has no effect on the academic achievement of

adolescent boys and girls students.

Mimrot, (2016)-He researched on the Academic Achievement relation to

Home environment of secondary school students.

Objectives: (1) To find out the relationship between academic achievement and

home environment.

(2) To search difference in academic achievement of boys and girls students.

(3) To find out impact of type of school on academic

Conclusion: The following conclusions were drawn in the given research-

1. There is positive relationship of control, protectiveness, conformity,

rewards, nurturance, permissiveness dimensions of home environment.

The academic achievement and other dimensions are negatively

associated with academic achievement.

2. The level of academic achievement is higher in girl students than boys

students.

3. The level of academic achievement is more in private school students

than govt. school students.

Pratibha and Dr. Geeta Sharma, (2017)- They investigated the home environment of

secondary school students for this purpose the sample was selected from the secondary

schools of Ferozepur district of Punjab state. The sample consisted of 200 students out of

200 students, 100 boys (50 were from rural and 50 were from urban region). Similarly out
[31]
of 100 girls (50 were from rural and 50 were from urban region). The study revealed no

significant difference between the home environment of Boys and Girls, Urban and Rural

region Secondary school students.

The Objectives of their Study are:

1. To find out and compare the home environment of secondary school boys and girls of

Ferozepur district.

2. To find out and compare the home environment of secondary school student belong

urban and rural region of Ferozepur district.

Conclusion: The following conclusions were drawn in the given research-

1. There is no significant difference in home environment of secondary school boys and

girls of Ferozepur district. So, hypothesis 1 is accepted.

2. There is no significant difference in home environment of the secondary school students

belonging urban and rural regions of Ferozepur district. So, hypothesis 2 is accepted.

HT Malsawmtluanga, Dr. Lallianzuali Fana, (2018)- The study was conducted to find

out the relationship between Home environment and Academic Achievement among

Secondary School Students of Champhai town, Mizoram. Simple random sampling

method was adopted by selecting 210 students from Secondary schools of Champhai town

as the sample of the study. A standardized questionnaire called Home Environment Scale

developed by Aaliya Akhtar & Dr Shail Bala Saxena was used to find out the level of

Home environment. The examination result was also recorded to find out the level of
[32]
Academic Achievement. It was found that there was no correlation between Home

environment and academic achievement among Secondary school students. However, very

weak correlation was found between Home environment and Academic Achievement

among Female students and Private School students and negatively weak correlation was

found among Government school students.

Their Objectives of Study are:

To find out the relationship between Home environment and Academic Achievement with

reference to gender and type of school among Secondary school students of Champhai

town, Mizoram.

Conclusion: The following conclusions were drawn in the given research-

The study of overall analysis and analysis of male students only shows no correlation

between Home Environment and Academic Achievement. Very weak positive correlation

was found among female students and Private school students.

Negatively weak correlation was found among Government School students.

Sama Praveen and Nikhat Yasmin Shafeeq (2019) The study was conducted to find out

the effect of family environment on academic achievement of senior secondary school

students. The study was conducted on 605 senior secondary school students of two

districts of Uttar Pradesh namely Aligarh and Faizabad. The sample comprised of 301

students from Aligarh and 304 students from Faizabad. The study revealed that significant

difference exists in perception about family environment according to gender and place of

living. Male students living in rural areas have more positive perception of family

environment in comparison to their male counterparts living in urban and semi-urban

areas. Whereas, female students from semi-urban areas have more positive perception
[33]
about family environment in comparison to their female counterparts living in rural and

urban areas. However, gender and place of living significantly interact with each other in

family environment of senior secondary school students. It was also found that

contribution of the predictor variable (family environment) on academic achievement is

low but significant. Further, it also revealed that 4.1% variation in academic achievement

is explained by family environment.

OBJECTIVES:

1. To find out the difference in family environment of senior secondary school students in

relation to their gender and place of living.

2. To find out the effect of family environment on academic achievement of senior

secondary school students.

Their Conclusion of the study are:

Academic achievement is significantly correlated with family environment. Therefore, it is

essential that parents should pay proper attention towards the academic progress of their

children by providing congenial environment and quality time at home.

Parents belonging to rural, urban and semi-urban areas need to ensure a favorable

atmosphere at home by providing all possible support to their children for their academic

success at all levels. There is a need for creating awareness to reduce gender bias and the

girls would be treated at par with their male counterparts.

Parents must be aware about their children's academic requirements by encouraging and

providing educational facilities to them. They must be directed to pay full consideration

about their children's education at home with proper time table regarding homework and

studies.
[34]
Samita (2021) During the education of the child, the family plays the very important role.

A family is the first agency through which a child gets education for sociability. The

family is a primary social group; it attains the relationship among individuals is straight

forward and direct way. It helps to promote academic achievement,

discover new ways to promote the development of various social skills. Hence, the family

environment has full potential to act as a vehicle for students in order to

improve self-esteem, social skills, and ultimately fit them into their school environment. It

helps to improve social adjustment among students. So, this paper

highlights importance of family environment among secondary school students in teaching

learning environment.

OBJECTIVES OF STUDY

To study the impact of family environment among secondary school students.

CONCLUSION

Family is the socio-biological unit that exerts the greatest influence on the development

perpetuation of the individual‟s behaviour. Various researchers

have identified the different characteristics of family (home environment or parental child

rearing practices). The family of an individual is a

continuous and universal social setting influencing the learning process of the child

directly or indirectly. Therefore, there was no significant

difference in family environment of boys and girls. Similarly, there was significant

difference in family environment among urban and rural secondary

school students.

Ranjana Kumari and Mukta Garg, (2022)

The purpose of this research was to assess background characteristics of the students of secondary school

[35]
and its relation to academic performance. A representative sample of 120 students of grade nine to twelve

from senior secondary schools with boys and girls in ratio of 1:1 was randomly selected from two senior

secondary schools of Kanpur Nagar. The background characteristics data was collected through

selfprepared questionnaire and academic achievement of adolescents was assessed from the latest grade

sheet collected from the school. The collected information was analyzed through frequency, percentage, chi

square. The study revealed that academic achievement of boys was better than girls. Chi square value

indicates there was significant association between background characteristics like gender, age, family

income according to level of academic achievement while non-significant association was found between

mother’s education and father’s education according to level of academic achievement.

Objectives

1. To assess the background characteristics and academic achievement of selected secondary school

students.

2. To assess the relationship between background characteristics and academic achievement of

selected students.

Conclusion

On the basis of findings, it is concluded that the background characteristics/variables of respondents do

have an influence on their academic achievement but that is not the sole deciding factors for the same and

that is limited.

[36]
CHAPTER-III
RESEARCH METHODOLOGY

3.1 RESEARCH METHODOLOGY

Research Methodology is a way to solve the research problem

systematically. It may be understood as a science of studying to know how

research is done scientifically. The methodology of educational research is of

utmost important in a research process. It describes the various steps that are

adopted in solving a research problem.

Research Methodology is considered as a systematic formal, rigorous and

precise procedure of investigating of a problem. The scope of research

methodology is very wide. Research methodology not only considered as a

research method but also considered the logic behind the method. It is necessary

for the researcher to know not only the research methods but also the

methodology. It helps the investigator to choose the methods, tools and techniques

for the study. It helps the investigator in formulation of the problem for

investigation, to select appropriate statistical techniques to analysis and

interpretation of data and processes of inferences and generalizations.

3.2 METHODS OF EDUCATIONAL RESEARCH

Methods of Educational Research according to Good, Barr and Scates

(1941) may be classified from many points of view. But the most widely used

research method fall under one of the following three types or a combination of

these types-
[37]
a. Historical Research.

b. Descriptive Research.

c. Experimental Research.

3.3 METHOD OF RESEARCH FOR THE PRESENT STUDY

In the present study “Descriptive Survey Method” is used to collect data

pertaining to the home environment and academic achievement of Higher

Secondary students.

Descriptive Survey Method is the most widely used method in the field of

educational research. It involves collecting of data regarding current conditions. A

descriptive research is one which describes records, analyzes and interprets the

conditions that exist. Survey is defined as “the branch of social scientific

investigation that studies large and small population by selecting and studying

samples chosen from the population to discover the relative incidence,

distributions and interrelations of sociological and psychological variable.

The major characteristics of survey method are that, it is essentially cross

sectional method and it gathers data from a relatively large number of cases. It

deals with a problem which is clearly define and has definite objectives. It

involves systematic collection, analysis and interpretation along with logical and

skillful reporting of the findings.

Descriptive survey method of research is more than just a collection of

data. They involve measurement, classification, analysis, comparison,

interpretation and conclusions. Descriptive research helps to explain educational

phenomena in terms of the conditions or relationship that exist, opinion that are

[38]
held by the students, teachers, parents and experts, processes that are going on,

effects that are evident or trends that are developing. Because of the apparent case

and directness of this method, a researcher can gather information in terms of

individual‟s opinion about some issue, by a simple questionnaire. At times,

descriptive survey is the only means through which opinions, attitudes,

suggestions for improvement of educational practices and instruction and other

data can be obtained.

Descriptive research sometimes known as non-experimental research

because it deals with the relationship between or among variables, testing

hypothesis and generalizing the findings that have universal validity. Descriptive

research studies strive to improve our understanding of a specific problem with

the intent of contribution to the solution of that problem.

3.4 SAMPLE SELECTION

Sample is a smaller representation of the whole or totality. A sample

design is a definite plan for obtaining a sample from a given population. It refers

to the techniques or the procedure that the researcher adopts in selecting items for

the sample. A careful planning is required for selecting a sample. The accuracy of

results of research study depends on the selection of accurate procedure of

sample.

In the present study a sample of 100 adolescents (50 boys and 50 girls) of

Class XI of Kanpur city has been taken.

[39]
Table 3.1

Distribution of sample of

students

Students Total

Male 50
Gender 100
Female 50

3.5 RESEARCH TOOLS

The selection of suitable tools is of vital importance for carrying out

research activities. Selection of tools is mainly based on the objectives of the

study, the types of variables to be manipulated and the conditions or a factor

under which it is conducted. The success of the research work depends upon the

tools used in data collection and results verifications. Here, keeping in view the

objectives of the present study, the following tools have been used :

 Home environment Inventory (HEI) developed by Dr. Karuna Shankar

Mishra.

 Academic Achievement has been assessed on the basis of X std. results of

the students.

3.5.1 Home environment Inventory (HEI)

Home Environment Inventory scale prepared by [Link] was used to collect

the data related to home environment of the students. It is a standardized test and

published by the National Psychological Corporation, Agra. The Home

Environment Inventory is an instrument designed to measure the psycho-social

climate of home as perceived by children. It provides a measure of the quality and

[40]
quantity of the cognitive, emotional and social support that has been available to

the child within the home. It can be used to measure children‟s perception of

parent child rearing behaviour i.e. home environment. The scale contains all

together 100 items related to ten dimensions of home environment. The ten

dimensions are– (A) Control, (B) Protectiveness, (C) Punishment, (D)

Conformity, (E) Social Isolation, (F) Reward, (G) Deprivation of Privileges, (H)

Nurturance, (I) Rejection, and (J) Permissiveness and each dimension has ten

items. There are five alternatives in each questions i.e. Mostly, Usually, Seldom,

Very less and Never. The students were asked to put “X” mark on any cell which

a particular behaviour has been exhibited by their parents. Where 4 marks are

assigned to mostly, 3 marks to usually, 2 seldom, 1 mark to very less and 0 marks

to never responses. Count the marks assigned to ten dimensions on every page and

then add the dimension- scores awarded to statements given on the five pages so

as to get ten scores for the ten dimensions of HEI. There is no time limit for this

tool. The operational definitions of these dimensions are as follows-

A. Control- It indicates “autocratic atmosphere in which, any restrictions are

imposed on children by the parents in order to discipline them.”

B. Protectiveness- It implies “prevention as well as affective punishment to

avoid the occurrence of undesirable behaviour.”

C. Punishment- It includes “physical as well as affective punishment to avoid

the occurrence of undesirable behaviour.”

D. Conformity- It indicates “parents directions, commands or orders with

which child is expected to comply by action. It refers to “Demands to work

according to parents desires and expectations.”

[41]
E. Social Isolation- It indicates “use of isolation from beloved persons except

family members for negative sanctions.”

F. Reward- It includes “material as well as symbolic rewards to strengthen or

increase the probability of desired behaviour.”

G. Deprivation of Privileges- It implies “controlling children‟s behaviour by

depriving them of their rights to seek love, respect and childcare from

parents.”

H. Nurturance- It indicates “existence of excessive unconditional physical

and emotional attachment or parents with the child. Parents have a keen

interest in and love for the child.”

I. Rejection- It implies “conditional love recognizing that the child has no

rights as a person, no rights to express his feelings, no rights to uniqueness

and no right to become an autonomous individual.”

J. Permissiveness–It includes “Provision of opportunities to child to express

his views freely and act according to hid desires with no interference from

parents.”

Home Environment Inventory is used to measure children‟s perception of

parent child rearing behaviour i.e. home environment. Consulting percentile

norms table of the test manual different levels of different dimensions of the

parent- child rearing behaviour have been found out. The high, average and low

means intensity of each dimension. Scores falling in the ranges of a particular

dimension of the home environment is shown in the following table.

[42]
Table 3.2

Percentile Ranges of Home Environment Inventory with Levels

Percentile Range Level

P75 and above High

P26.74 Average

Below P25 Low

3.6 STATISTICAL METHODS USED FOR ANALYSIS OF DATA

Keeping in view the objectives of the study the collected data were

analyzed by applying suitable statistical methods.

In the present study, Percentage, Mean, Standard Deviation, T-test and

Pearson‟s Product Moment Coefficient of correlation are used for data analysis.

[43]
CHAPTER-IV
ANALYSIS AND INTERPRETATION OF DATA

4.1 ANALYSIS OF DATA

The chapter deals with analysis and interpretation of data of the study.

After the collection of data, the very next step is analysis of data by applying

suitable statistical methods. The data has been analyzed in the light of the

objective set forth for the investigation. The data are analyzed and interpreted as

per the objectives as follows :

4.2 HOME ENVIRONMENT OF THE ADOLESCENTS AT SECONDARY

LEVEL
Objective 1-To study the Home Environment of the Adolescents at Secondary

Level.

In order to serve the purpose of the objective, the “Home Environment

Inventory Scale” was administered to the sample of the students. Consulting

percentile norms table of the test manual different levels of different dimensions

of the parent-child rearing behaviour have been found. Accordingly scores P 25

and below is considered as low percentile, P 26 P74 is considered as average and

percentile P75 and above is considered high. Accordingly numbers of students in

each level for each dimension of home environment is found and shown in the

following table along with percentage.

[44]
Table-4.1

Levels of various Dimensions of Home Environment of the Students

Levels
S. No. Dimensions of Home Environment High Average Low Total
N % N % N %
A. Control 32 32 44 44 24 24 100
B. Protectiveness 33 33 43 43 24 24 100
C. Punishment 23 28 49 49 23 23 100
D. Conformity 30 30 48 48 22 22 100
E. Social Isolation 25 25 51 51 24 24 100
F. Reward 32 32 50 50 18 18 100
G. Deprivation of Privileges 26 26 55 55 19 19 100
H. Nurturance 29 29 51 51 20 20 100
I. Rejection 32 32 47 47 21 21 100
J. Permissiveness 26 26 49 49 25 25 100

The table shows that :

A. Control: On the basis of the perception of the students, in case of control

dimension of home environment it is found that 32% of the students control is

high, 44% of the students control is average and 24% of the students control is

low.

B. Protectiveness-Incase of protectiveness dimension of home environment, it is

found that 33% of the students protectiveness is high, 43% of the students

protectiveness is average and 24 of the students protectiveness is low.

C. Punishment-On the basis of the perception of the students, it is found that

28% of the students punishment is high, 49% of the students punishment is

average and 23% of the students punishment is low.

[45]
D. Conformity-On the basis of the perception of the students, in case of

conformity dimension of the home environment it is found that 30% of the

students conformity is high, 48% of the students conformity is average and

22% of the students conformity is low.

E. Social Isolation-In case of social isolation dimension of home environment it

is found that 25% of the students social isolation is high, 51% of the students

social isolation is average and 24% of the students social isolation is low.

F. Reward-On the basis of the perception of the students, it is found that 32% of

the students reward is high, 50% of the students reward is average and 18% of

the students reward is low.

G. Deprivation of Privileges- In case of deprivation of privileges dimension, it is

found that 26% of the students deprivation of privileges is high, 55% of the

students deprivation of privileges is average and 19% of the students

deprivation of privileges is low.

H. Nurturance-On the basis of the perception of the students, in case of

nurturance dimension of home environment it is found that 29% of the

students nurturance is high, 51% of the students nurturance average and 20%

of the students nurturance is low.

I. Rejection-In case of rejection dimension of home environment, it is found that

32% of the students rejection is high, 47% of the students rejection is average

and 21% of the students rejection is low.

J. Permissiveness-On the basis of the perception of the students, 26% of the

students permissiveness is high, 49% of the students permissiveness is average

and 25% of the students permissiveness is low.

[46]
On the basis of the perception of the students, it has been observed that in

the category “high level” highest number of students i.e. 33% falls in

protectiveness dimension of home environment. On the other hand in the category

“low level” highest number of students i.e. 25 percent fall in pensiveness

dimension of home environment.

4.3 ACADEMIC ACHIEVEMENT OF THE ADOLESCENTS AT

SECONDARY LEVEL
Objective 2-To study The Academic Achievement of Home Environment of the

Adolescents at Secondary Level.

For study of the Academic Achievement of Adolescents at Secondary

Level, the marks obtained by the adolescents in class-X board exam have been

taken as index of academic achievement. The marks were collected by the

respective schools scored books. The collected data are classified into three

categories as low, average and high. Here is range of marks 30-44 is considered

as low level of academic achievement, the marks 45-59 is considered as average

level and the range of marks 60 and above is considered as high level of

academic achievement. The number of candidates showing different levels of

academic achievement are presented in the following table :

Table-4.2

Distribution of adolescents on the basis of levels of Academic Achievement

Levels of Academic Achievement No. of Adolescents Percentage %

Low 54 54
Average 32 32
High 14 14
Total 100 100

[47]
It is observed that 54 percent of the adolescents have the low level of

academic achievement, 32 percent have the average level and 14 percent have

achieved the high level of academic achievement.

For further analysis, mean and standard deviation of academic achievement

scores of the adolescents of different level of academic achievement are

calculated the calculated value are shown in table 4.3.

Table 4.3
Mean and Standard Deviation (SD) of adolescents on the basis of
different levels of Academic Achievement
Levels of Academic No. of Mean Standard
Achievement Adolescents Deviation
Low 54 7.19 0.78
Average 32 10.23 0.80
High 14 12.66 1.04
Total 100 30.08 2.62

The mean marks and the standard deviation for the adolescent who have

low level of academic achievement is 7.19 and 0.78 respectively. The mean marks

for the students of average level of academic achievement is 10.23 and standard

deviation is 0.80. Again, the mean marks for the students of high level of

academic achievement 12.66 and standard deviation is 1.04.

It is found that the mean (or average) mark for total adolescents is 30.08

and the standard deviation is 2.62. The mean marks show that the adolescents as a

whole have obtained low level of academic achievement.

[48]
4.4 HOME ENVIRONMENT OF THE ADOLESCENT BOYS AND GIRLS

AT SECONDARY LEVEL

Objective 3- To study of difference in Home environment of adolescent boys and

girls at secondary level

Hypothesis-There is no significant difference in home environment of adolescent

boys and girls at secondary level.

The different dimensions of home environment of adolescent boys and

girls are calculated on the basis of gender and classified on the basis of norms

given in the test manual. The number of adolescent boys and girls in each

category of home environment is presented in table 4.4.

Table 4.4
Levels of various Dimensions of Home Environment of the Adolescent Boys
and Girls at Secondary Level

Dimensions of Boys Girls Total

S. No. Levels
Home N % N % N %
Environment
A. Control Low 8 16 17 34 25 25
Average 24 48 19 38 43 43
High 18 36 14 28 32 32
B. Protectiveness Low 14 28 10 20 24 24
Average 19 38 25 50 44 44
High 17 34 15 30 32 32
C. Punishment Low 8 16 16 32 24 24
Average 28 56 20 40 48 48
High 14 28 14 28 28 28
D. Conformity Low 12 24 11 22 22 22
Average 21 42 27 54 48 48
High 17 34 12 24 30 30
E. Social Isolation Low 13 26 12 24 25 25
Average 24 48 26 52 50 50
High 13 26 12 24 25 25
F. Reward Low 11 22 8 16 18 18
Average 22 44 29 58 51 51
High 17 34 13 26 31 31

[49]
G. Deprivation of Low 9 18 10 20 19 19
Privileges Average 28 56 26 52 54 54
High 13 26 14 28 27 27
H. Nurturance Low 13 26 7 14 20 20
Average 21 42 30 60 51 51
High 16 32 13 26 29 29
I. Rejection Low 11 22 10 20 21 21
Average 22 44 23 46 45 45
High 17 34 17 34 34 34
J. Permissiveness Low 13 26 10 20 28 28
Average 22 42 28 56 49 49
High 15 30 12 24 25 25

The table shows that :

A. Control: On the basis of the perception of adolescent boys and girls, it is

found that 16% of the boys and 32% of the girls control is low, 48% of the

boys and 38% of the girls control is average and 36% of the boys and 28% of

the girls control is high.

B. Protectiveness-Incase of the protectiveness dimension of home environment,

it is found that 28% of the boys and 20% of the girls protectiveness in low,

38% of the boys and 50% of the girls protectiveness is average and 34% of

boys and 30% of the girls protectiveness in high.

C. Punishment-On the basis of the perception of the adolescents, incase of

punishment dimension of home environment it is found that 16% of the boys

and 32% of the girls punishment is low, 56% of the boys and 40% of the girls

punishment is average and 28% of the boys and 28% of the girls punishment is

high.

D. Conformity-In case of conformity dimension of home environment, it is

found that 22% of the boys and 22% of the girls conformity is low, 42% of the

boys and 54% of the girls conformity is average and 35% of the boys and 24%

of the girls conformity is high.

[50]
E. Social Isolation-On the basis is perception of adolescents it is found that 26%

of the boys and 24% of the girls social isolation is low, 48% of the boys and

52% of the girls social isolation is average and 26% of the boys and 24% of

the girls social isolation is high.

F. Reward-On the basis of the perception of adolescents it is found that 22% of

the boys and 16% of the girls reward is low, 44% of boys and 58% of the girls

reward is average and 34% of the boys and 26% of girls reward is high.

G. Deprivation of Privileges- In the deprivation of privileges dimension, it is

found that 18% of the boys and 20% of the girls deprivation of privileges is

low, 56% of the boys and 52% of the girls deprivation of privileges is average,

26% of the boys and 28% of the girls deprivation of privileges in high.

H. Nurturance-On the basis of perception of adolescents it is found that 26% of

the boys and 14% of the girls nurturance is low, 42% of boys and 60% of girls

nurturance is average and 32% of boys and 26% of girl‟s nurturance is high.

I. Rejection-In the rejection dimension of home environment it is found that

22% of the boys and 20% of the girls rejection is low, 44 of the boys and 46%

of the girls rejection is average and 34% of the boys and 34% of the girls

rejection is high.

J. Permissiveness-On the basis of the perception of adolescent, in case of

permissiveness dimension of home environment it is found that 26% of the

boys and 20% of the girls permissiveness is low, 44% of the boys and 56% of

the girls permissiveness is average and 30% of the boys and 24% of the girls

permissiveness is high.

On the basis of perception of the adolescents, it has been observed that in

the category “high level” highest number of boys i.e. 36% falls in the control

[51]
dimension and highest number of girls i.e. 34% fall in the rejection dimension of

home environment. On the other hand in the category “Low level”, highest

number of boys i.e. 28% fall in protectiveness dimension and highest number of

girls i.e. 34% fall in control dimension of home environment.

For studying significance of mean difference of the various dimensions of

home environment of the adolescent boys and girls „t‟ test is used. Result of „t‟
test are shown in the table 4.5.
Table 4.5
Significance of mean difference of the various dimensions of
home environment on the basis of gender

S. Dimensions of
Gender N Mean S.D. t-value Remark
No. Home Environment
A. Boys 50 23.98 6.405 3.755 S.
Control
Girls 50 21.74 7.071
B. Boys 50 23.71 6.871 N.S.
-2.20
Protectiveness Girls 50 23.84 6.458
C. Boys 50 24.54 5.838 3.079 S.
Punishment
Girls 50 22.70 7.611
D. Boys 50 24.20 6.247 S.
2.471
Conformity Girls 50 22.84 6.161
E. Boys 50 17.14 6.776 1.087 N.S.
Social Isolation
Girls 50 16.50 6.486
F. Boys 50 24.15 6.040 N.S.
Reward 1.024
Girls 50 23.59 6.341
G. Deprivation of Boys 50 15.78 7.493 -0.009 N.S.
Privileges Girls 50 15.78 7.144
H. Nurturance Boys 50 21.57 6.223 N.S.
.149
Girls 50 21.49 5.792
I. Boys 50 17.17 7.296 .900 N.S.
Rejection
Girls 50 16.61 6.549
J. Boys 50 16.67 5.758 .032 N.S.
Permissiveness
Girls 50 16.68 5.405

[52]
Table 4.3 shows that there is significant difference in 0.05 level of

significance between adolescent boys and girls in the dimension control,

conformity and punishment and no significant difference exists in the dimensions

protectiveness, social isolation, reward, deprivation of privileges, nurturance,

rejection and permissiveness dimensions between adolescent boys and girls.

4.5 ACADEMIC ACHIEVEMENT OF THE ADOLESCENT BOYS AND

GIRLS AT SECONDARY LEVEL

Objective 5- To study the Academic Achievement of Adolescent Boys and Girls

at Secondary Level.

Hypothesis- There is no significant difference in the Academic Achievement of

Adolescent Boys and Girls at Secondary Level.

The levels of Academic Achievement of the Adolescent Boys and Girls are

calculated respectively and classified into three levels as low, average and high.

The number of adolescents in each category of academic achievement on the basis

of gender is presented in table 4.6.

Table -4.6
Level of Academic Achievement of the Adolescent Boys and Girls at
Secondary Level
Levels of Boys Percentage Girls Percentage
Academic
Achievement
Low 24 48 30 60
Average 18 36 13 26
High 8 16 7 14
Total 50 100 50 100

[53]
It is observed that 48 percent of the boys and 6 percent of the girls have

low level of academic achievement. 36 percent of the boys and 26 percent of the

girls have average level and 16 percent of boys and 14 percent f the girls have

achieved the high level of academic achievement.

It is found that the highest number of boys (48 percent) have low level of

academic achievement. Again, the highest number of girls (60 percent) have the

low level of academic achievement. The result of the above analysis is shown in

the fig 4.1 with the help of a graph.

Graphical Representation of the Academic Achievement of the Adolescent

Boys and Girls.

70% 60%

60%
48%

50%
36%
40% Boys
26%
Girls
30%
14%
20% 16%

10%

0%
Low Average High

For studying significance of mean difference of the academic achievement

score of the adolescent boys and girls, „t‟ test is used, results of „t‟ test are shown

in table 4.7.

[54]
Table-4.7
Mean, Standard Deviation and t-test of the marks on the basis of gender
Mean Standard
Gender N Mean T-value
Difference Deviation
Boys 50 46.52 11.94
1.48 1.451
Girls 50 45.04 10.90

The mean (or average) mark of the adolescent boys is 46.52 and standard

deviation of marks in 11.94. The mean (or average) mark of the girls 45.04 and

standard deviation of marks is 10.90. She means difference of the girls and boys is

1.48.

It is observed that the calculated „t‟ value (t=1.451) is smaller than the

tabulated value (t=1.96) at 0.05 level of significance. Hence the null hypothesis,

there is no significant difference in academic achievement of adolescent boys and

girls is accepted.

4.6 RELATIONSHIP BETWEEN HOME ENVIRONMENT AND

ACADEMIC ACHIEVEMENT of ADOLESCENT AT SECONDARY
LEVEL
Objective 5-To study the relationship between Home Environment and Academic

Achievement of at Secondary Level.

Hypothesis-There is no significant relationship between the Home Environment

and Academic Achievement of Adolescents at Secondary Level.

To find out the relationship between Home Environment and Academic

Achievement of the Adolescents at Secondary Level Pearson‟s product moment

correlation is applied. The correlation between total home environment score and

academic achievement of the adolescent of Secondary level is found as shown in

table 4.8.

[55]
Table -4.8

Relationship between Home Environment and Academic Achievement

Variables No. of Adolescents N Significant Level

Academic Achievement 100

.690 0.01
Home Environment 100

It is observed that the correlation coefficient between home environment

and academic achievement of the student is 0.690, which is positive and also

significant at 0.01 level. It indicates that there is significant relationship between

home environment and academic achievement of adolescents. Therefore, it can be

concludes that home environment of the students have positive influence on

academic achievement (or performance) of the student can be improved by

improving the home environment.

[56]
CHAPTER-V
CONCLUSION AND SUGGESTIONS

5.1 CONCLUSION
The present research provides the overview of the importance and

influence of home environment on the academic achievement of adolescents.

It has been found that in the category „High Level‟ of the Home

Environment highest number of adolescents fall in protectiveness dimension of

home environment. On the other had in the category “Low Level” highest number

of adolescents fall in permissiveness dimension of the home environment.

It is found from the mean marks of the adolescents that they as a whole

have obtained low level of academic achievement and the value of standard

deviation shows that the deviation of marks among the students is low.

On the basis of perception of students, it has been found that in the

category high level highest number of boys fall in control dimension and highest

number of female students fall in rejection dimension of home environment. On

the other hand in the category “low level” highest numbers of boys fall in

protectiveness dimension and highest numbers of girls fall in control dimension of

the home environment.

It is found from the study that there is significant difference in 0.05 level of

significance between boys and girls in the dimensions control, conformity and

punishment and no significant difference exists in the dimensions protectiveness,

social isolation, reward, deprivation of privileges, nurturance, rejection and

permissiveness dimensions between boys and girls.

[57]
It is found from the study that highest number of adolescent boys have the

low level of academic achievement and the highest number of adolescent girls

have the low level of academic achievement.

The calculated „t‟ value is smaller than the tabulated value at 0.05 level of

significance. Hence, the null hypothesis that there is no significant difference n

academic achievement among adolescent boys and girls at secondary level is

accepted.

The correlation coefficient between home environment and academic

achievement of the adolescents is positive and is also significant at 0.01 levels. It

could be conducted that home environment have positive and significant influence

on the academic achievement of the adolescents.

It s found from the analysis of the study that highest number of adolescents

who have the low level of academic achievement, they have the low level of home

environment in the control dimension of home environment.

Again, highest number of adolescents who achieved the average level of

academic achievement, they have the average level of home environment in the

deprivation of privileges dimension of the home environment.

Highest number of students who achieved the high level of academic

achievement has high level of home environment in the nurturance dimension of

home environment.

Therefore, the home environment has a significant influence on the

academic achievement of adolescents. It is clear from the study that the indicators

of home environment such as way of dealing with the child by the parents are

closely related to the academic achievement of students.

[58]
5.2 EDUCATIONAL IMPLICATIONS OF THE STUDY

The study of Home Environment and its relation to the Academic

Achievement students has its own implications on education and serves as an

important means for the improvement of the educational outcome. Home

Environment refers to aspects of peoples domestic lives that contribute to their

living conditions which can have direct and indirect impact in educational

achievement.

The present study is an eye opener for the teachers, administrators and

educational planners, that a healthy home environment is the prime factor for a

good academic achievement. The students from poor home environment as

compared to students from a good home environment.

The study gives overview of parent‟s potential to affect students

educational outcomes parents are a role model for an adolescent. The impact of

emotions between parents and adolescents might plays a strong role in academic

achievement of adolescents. Therefore the study helps parents to realize that they

should make home environment to be learning stimulatory and study friendly for

the students.

The findings of the study affirm that home environment has desirable effect

on students academic performance. Therefore the study recommends creating a

positive home environment by educating the parents on the importance of

productive home environment.

[59]
The findings of the study are helpful for various authorities like teachers,

parents and guardians in adopting ways of bringing up a child and following

methods in teaching so as to bridge the gap of variation in teaching, so as to

bridge the gap of variation in academic performance and organizing students such

that the academic performance remains unaffected of their family conditions. The

study creates awareness among parents in knowing the importance of home

environment in their children‟s academic achievement.

5.3 SCOPE FOR FURTHER RESEARCH

The present study is an attempt to analyze the influence of home

environment on academic achievement of adolescents at secondary level.

However, there is scope for further research on the given study. The following

may be the areas of further research-

1. The area of the present study was the Kanpur City with relatively small

sample size. If a wider geographical area and large sample is taken for

study the validity of the study may further be substantial.

2. The present study was conducted only on secondary level. The academic

achievement of students may be extended to the other level of education

i.e. primary and higher level also.

3. In the present investigation, a few of the important variables are studied

which suggested that the investigation can be extended to some other

variables which may have significant importance in academic

achievement of students.

[60]
4. To know the academic achievement of single parent students further

investigation is necessary. Effect of single parent in academic

achievement performance of students needs investigation which was not

done in the present study.

5. The study covers only the physically able students of secondary schools.

In order to know the academic achievement of the handicapped students

it needs more investigation.

[61]
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[63]
MARK OBTAINED BY ADOLESCENT BOYS AND GIRLS AT

SECONDARY LEVEL

[Link]. Boys Girls

1. 35 39
2. 38 33
3. 37 36
4. 40 38
5. 36 34
6. 32 43
7. 33 36
8. 35 39
9. 37 40
10. 41 41
11. 3.9 32
12. 33 33
13. 31 35
14. 32 34
15. 41 39
16. 4 37
17. 33 38
18. 37 31
19. 34 34
20. 39 41
21. 38 36
22. 37 34
23. 36 31
24. 39 35
25. 48 37
26. 48 36

[64]
27. 48 42
28. 47 40
29. 49 41
30. 50 37
31. 53 48
32. 56 56
33. 51 49
34. 50 57
35. 53 51
36. 51 55
37. 5 53
38. 54 49
39. 45 57
40. 48 53
41. 50 55
42. 55 56
43. 71 57
44. 69 61
45. 70 65
46. 68 68
47. 68 62
48. 69 68
49. 70 63
50. 62 67
Total 2326 2252
Mean 46.52 45.04

[65]
DIMENSION WISE TOTAL HOME ENVIRONMENT SCORES

[Link]. Dimensions Scores

A. Control 23582

B. Protectiveness 2434

C. Punishment 2428

D. Conformity 2415

E. Social Isolation 483

F. Reward 2447

G. Deprivation of Privileges 489

H. Nurturance 2206

I. Rejection 1733

J. Permissiveness 1707

Total 18694

[66]