chapter – iv data analysis, results and...
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119
CHAPTER – IV
DATA ANALYSIS,
RESULTS AND DISCUSSION Data Screening and detection of outliers:-
The sample available for the present analysis consisted of 400 subjects which
were classified equally in two groups Athletic Students 200, and Non Athletic
Students 200. For each the data on eleven variable i.e. Independent variables are
Athletic Students, Non Athletic Students and Dependent variables are Achievement
Motivation, Academic Achievement.
While preparing the computer data file from master chart, extreme care was
taken with respect to the accuracy of the input of data. The data file was completely
checked till an errorless check trial was obtained.
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Hypothesis No. 1 Athletic student will exhibit higher achievement motivation
and academic motivation than Nonathletic Students
Table 4.1.1Means for Athletic student and Non Athletic student on
academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic students 200 61.32 28.34
Nonathletic Students 200 58.01 23.9
Fig.4.1: Bar diagram showing Mean values for Athletic student and Non
Athletic student on academic motivation and achievement motivation
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Table 4.1.1 and Figure 4.1 present the mean values on the It can be observed
from the table that the score of the athletic Students is higher than Nonathletic
Students on academic motivation and achievement motivation.
Table 4.1.2‘t’ value for Athletic student and Non Athletic student on academic
motivation.
Table 4.1.3 ‘t’ value for Athletic student and Non Athletic student on achievement motivation.
Table 4.1.2 presents the t value for the Athletic student and Non Athletic
student on academic motivation. Significant effect was found for Athletic students
and Non Athletic students (t = 5.85, P>0.01 &0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic students
200 61.32 5.95 5.85**
Nonathletic Students
200 58.01 5.33
N Mean achievement motivation
S.D ‘t’ value
Athletic students
200 28.34 5.48 9.071**
Nonathletic Students
200 23.9 4.34
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Table 4.1.3 presents the t value for the Athletic student and Non
Athletic student on achievement motivation Significant effect was found for
Athletic students and Non Athletic students (t = 9.071, P>0.01 &0.05) on
achievement motivation.
Thus the result is support to hypothesis no. 1. Athletic student will
exhibit higher achievement motivation and academic motivation than
Nonathletic Students
However, Ervin et al. (1985) and Hood et al. (1992) found that SAT scores
were Significantly related to academic achievement in college student athletes.
Students, who entered college with high than average admissions criteria,
including standardized test scores, achieved high grade point averages. David
Gorman. (2010) This causal-comparative study with a narrative component
investigated the effect athletic participation on the academic achievement of
senior student-athletes and non-athletes who attended three public high schools
in Eastern Tennessee. Lence AleksovskaVelickovska and Zarko
Kostovski(2008) the present study results is high motivational academic level
of athletic student. Jagvir Singh (2013) The results of this study indicate the
need for academic and social support programs for male athletes and male non-
athletes to ensure positive progression towards academic achievement.
Mohammad Younis Khan, Dr Asif Jamil, Dr Umar Ali Khan, Uzma Kareem
(2012) The result of the study revealed that there is link between participation
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in sports and performance in education and participation in sports improve the
Grade Point Average (GPA), class tests results, ability of students to succeed
academically, and mental or cognitive development. This study also confirmed
that Sports activities are very useful and helpful for enhancing the academic
mission of colleges.
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Hypothesis No. 2 Athletic Male students will exhibit higher achievement
motivation and academic motivation than athletic Female Students.
Table 4.2.1Means for Male Athletic student and Athletic Female student on
academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic Male students 100 66.89 33.64
Athletic Female Students
100 55.76 23.05
Fig.4.2: Bar diagram showing Mean values for Athletic Male students and
Female Athletic students on academic motivation and achievement
motivation
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Table 4.2.1 and Figure 4.2 present the mean values on the It can be observed
from the table that the score of the athletic Male Students is higher than athletic
female Students on academic motivation and achievement motivation.
Table 4.2.2‘t’ value for Athletic Male student and athletic Female student on
academic motivation.
Table 4.2.3 ‘t’ value for Athletic Male student and Athletic female student on achievement motivation.
Table 4.2.2 presents the t value for the Athletic Male student and Athletic Female student on academic motivatio
Table 4.2.2 presents the t value for the Athletic Male students and Non
Athletic Female students on academic motivation. Significant effect was found
for Athletic Male students and Non Athletic Female students (t = 37.41, P>0.01
&0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic Male students
100 66.89 2.22 37.41**
Athletic Female Students
100 55.76 1.987
N Mean achievement motivation
S.D ‘t’ value
Athletic Male students
100 33.64 1.94 68.58**
Athletic Female Students
100 23.05 1.68
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Table 4.2.3 presents the t value for the Athletic Male students and Athletic
female students on achievement motivation. Significant effect was found for
Athletic male students and Athletic female students (t = 68.58, P>0.01 &0.05)
on achievement motivation
Thus the result is support to hypothesis no. 2. Athletic male students
will exhibit higher achievement motivation and academic motivation than
athletic female Students. Robert J. Vallerand and Gaetan F. Losier(1994) The
results from cross-lag correlations suggested that, over time, self-determined
motivation of Athletic male student and athletic female Students orientations
have a positive bidirectional relation, in which self-determined motivation has
greater influence. Kevin K. Byon, Michael S. Carro, Michael Cottingham,
John Grady, James T. Allen (2010) the researchers found that escape,
knowledge, and physical skill influenced male spectators’ consumption behav-
iors while escape, knowledge, vicarious achievement, and drama were
associated with female spectators’ consumption behaviors. Juan A. Moreno,
David Gonzalez-Cutre, Jose Martin Albo and Eduardo Cervello(2004) The
results revealed that the incremental group reported higher scores on the
situational intrinsic motivation scale. The entity group demonstrated better
performance in the first test attempt than the incremental group but, in the
second attempt, the performance was similar in the different Athletic male
student and athletic female Students groups. Edoh Koffi Pierrot(2013) the
present study results is difference between Athletic male student and athletic
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female Students groups. Arun Singh Rathore(2012) the study was to assess
the selected psychological variables between Athlete higher secondary school
girls then low level .
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Hypothesis No. 3 Nonathletic male students will exhibit higher achievement
motivation and academic motivation than Nonathletic female Students.
Table 4.3.1Means for Non Athletic Male students and Non Athletic Female
students on academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Nonathletic Male students
100 62.92 28.02
Non Athletic Female Students
100 53.11 19.76
Fig.4.3: Bar diagram showing Mean values for Non Athletic Male student and
Non Athletic female student on academic motivation and achievement
motivation
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Table 4.3.1 and Figure 4.3 present the mean values on the It can be observed
from the table that the score of the Nonathletic male Students is higher than
Nonathletic Female Students on academic motivation and achievement motivation.
Table 4.3.2‘t’ value for Nonathletic Male students and Non Athletic female
students on academic motivation.
Table 4.3.3 ‘t’ value for Nonathletic Male students and Non Athletic female students on achievement motivation.
Table 4.3.2 presents the t value for the Nonathletic Male student and Non Athletic female student on academic motivation. Significant effect was found for Nonathleti
Table 4.2.2 presents the t value for the Non athletic Male students and
Non Athletic Female students on academic motivation. Significant effect was
N Mean academic motivation
S.D ‘t’ value
Non Athletic Male students
100 62.92 2.46 33.25**
Nonathletic Female Students
100 53.11 1.65
N Mean achievement motivation
S.D ‘t’ value
Non Athletic Male students
100 28.02 1.356 43.14**
Nonathletic Female Students
100 19.76 1.353
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found for Athletic Male students and Non Athletic Female students (t = 33.25,
P>0.01 &0.05) on academic motivation.
Table 4.3.3 presents the t value for the Nonathletic Male student and
Non Athletic Female students on achievement motivation. Significant effect
was found for Nonathletic Male students and Nonathletic female students (t
=43.14,, P>0.01 &0.05) on achievement motivation
Thus the result is support to hypothesis no. 3. Nonathletic Male
students will exhibit higher achievement motivation and academic motivation
than Nonathletic female Students. Pedescleaux, Jonell (2010) The results of
this study indicate the need for academic and social support programs for male
Non athletes and male non-athletes to ensure positive progression towards
academic achievement. Kevin K. Byon, Michael S. Carro, Michael
Cottingham, John Grady, James T. Allen (2010) in this study of Non
Sportsman male is high academic achievement. Somaieh Sarabandi, Reza
Dastjerdi, Nasrin Hojatzadeh(2013) results obtained in this study, emotional
intelligence can be increased through training and practice proper techniques
and exercise regularly to improve the academic performance of students.
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Hypothesis No. 4 Athletic Students posses high SES will be exhibit
higher achievement motivation and academic achievement than
nonathletic students possess high SES.
Table 4.4.1Means and SD for Athletic high SES students and Nonathletic
high SES students on academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic high SES students
100 62.86 28.92
Nonathletic high SES Students
100 59.72 24.87
Fig.4.4: Bar diagram showing Mean values for Athletic high SES students and
Non Athletic high SES students on academic motivation and achievement
motivation
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Table 4.4.1 and Figure 4.4 present the mean values on the It can be observed
from the table that the score of the athletic high SES Students is higher than
Nonathletic high SES Students on academic motivation and achievement
motivation.
Table 4.4.2‘t’ value for Athletic high SES students and Non Athletic high SES
students on academic motivation.
Table 4.2.3 ‘t’ value for Athletic high SES students and Non Athletic high SES students on achievement motivation.
Table 4.4.2 presents the t value for the Athletic high SES students and Non Athletic high SES students on academic motivation. Significant effect was found for Athlet
Table 4.4.2 presents the t value for the Athletic high SES students and
Non Athletic high SES students on academic motivation. Significant effect was
found for Athletic high SES students and Non Athletic high SES students (t =
3.90, P>0.01 &0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic high SES students
100 62.86 5.91 3.90**
Nonathletic high SES Students
100 59.72 5.47
N Mean achievement motivation
S.D ‘t’ value
Athletic high SES students
100 28.92 5.94 5.62**
Nonathletic high SES Students
100 24.87 4.17
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Table 4.4.3 presents the t value for the Athletic high SES students and Non
Athletic high SES students on achievement motivation. Significant effect was
found for Athletic high SES students and Non Athletic high SES students (t
=5.62, P>0.01 &0.05) on achievement motivation
Thus the result is support to hypothesis no. 4. Athletic high SES
students will exhibit higher achievement motivation and academic motivation
than Nonathletic high SES Students. Hussain (1977) the results in this study
Athletic high SES students higher achievement motivation and academic
motivation Nonathletic high SES Students. Godbole (1993) studied perceived
parental acceptance, self–concept and academic achievement. The findings of
study were that higher level of self-concept, SES, intelligence was separately
associated with high parental acceptance and low rejection and concentration.
Large family size was associated with low parental acceptance and high
parental rejection while no association was found for concentration
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Hypothesis No. 5 Athletic Student posse’s low SES will be exhibit higher
achievement motivation and academic achievement than nonathletic
students possess low SES.
Table 4.5.1Means and SD for Athletic low SES students and Nonathletic low
SES student on academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic low SES students
100 59.79 27.77
Nonathletic low SES Students
100 56.31 22.93
Fig.4.5: Bar diagram showing Mean values for Athletic low SES students and
Non Athletic low SES students on academic motivation and achievement
motivation
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Table 4.5.1 and Figure 4.5 present the mean values on the It can be observed
from the table that the score of the athletic low SES Students is higher than
Nonathletic low SES Students on academic motivation and achievement
motivation.
Table 4.5.2‘t’ value for Athletic low SES students and Non Athletic low SES
students on academic motivation.
Table 4.5.3 ‘t’ value for Athletic student and Non Athletic student on achievement motivation.
Table 4.2.2 presents the t value for the Athletic student and Non Athletic student on academic motivation. Significant effect was found for Athletic
Table 4.5.2 presents the t value for the Athletic Low SES students and Non
Athletic Low SES students on academic motivation. Significant effect was found
for Athletic Low SES students and Non Athletic Low SES students (t = 4.81,
P>0.01 &0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic low SES students
100 59.79 5.31 4.81**
Nonathletic low SES Students
100 56.31 4.32
N Mean achievement motivation
S.D ‘t’ value
Athletic low SES students
100 28.34 3.25 7.56**
Nonathletic low SES Students
100 23.9 2.39
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Table 4.5.3 presents the t value for the Athletic Low SES students and Non
Athletic Low SES students on achievement motivation. Significant effect was
found for Athletic students and Non Athletic students (t =7.56, P>0.01 &0.05) on
achievement motivation
Thus the result is support to hypothesis no. 5. Athletic Student posse’s
low SES will be exhibit higher achievement motivation and academic
achievement than nonathletic students possess low SES. Sanders (1996) explored
the effects of teacher, family, and church support on the school-related
attitudes, behaviours, and academic achievement of athletic low socio-
economic status students Fan. (1998) examined the issue of whether any
differences exist in school achievement among rural, suburban, and urban
school students in four major areas of school learning: reading, mathematics,
science, and social studies. The results showed that students from rural schools
performed as well as, if not better than, their peers in metropolitan schools in
math, science, reading, and social studies athletic low socio-economic status
students. Berry (1999) The results illustrated that the students who report
feeling confident and enthusiastic before a test perform better on the exam
than students who express feelings of anxiety or worry non athletic low socio-
economic status students.
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Hypothesis No. 6 Athletic male Student posses high SES will be exhibit
higher achievement motivation and academic achievement than nonathletic
male students possess high SES.
Table 4.6.1Means and SD for Athletic Male High SES students and Non
Athletic male High SES Students on academic motivation and achievement
motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic Male High SES students
100 68.52 34.32
Non Athletic male High SES Students
100 65.68 28.94
Fig.4.6: Bar diagram showing Mean values for Athletic Male High SES
students and Non Athletic male High SES Students on academic motivation
and achievement motivation
138
Table 4.6.1 and Figure 4.6 present the mean values on the It can be observed
from the table that the score of the athletic Students is higher than Nonathletic
Students on academic motivation and achievement motivation.
Table 4.6.2‘t’ value for Athletic Male High SES students and Non Athletic
male High SES Students on academic motivation.
Table 4.6.3 ‘t’ value for Athletic Male High SES students and Non Athletic male High SES Students achievement motivation.
Table 4.6.2 presents the t value for the Athletic student and Non Athletic student on academic motivation. Significant effect wa
Table 4.6.3 presents the t value for the Athletic student and Non Athletic student on achievement motivation. Significant eff
Table 4.6.2 presents the t value for the Athletic High SES Male
students and Non Athletic Male High SES students on academic motivation.
Significant effect was found for Athletic High SES Male students and Non
N Mean academic motivation
S.D ‘t’ value
Athletic Male High SES students
100 68.52 6.3 11.54**
Non Athletic male High SES Students
100 65.68 4.2
N Mean achievement motivation
S.D ‘t’ value
Athletic Male High SES students
100 34.32 4.2 21.52**
Non Athletic male High SES Students
100 28.94 3.22
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Athletic Male High SES students (t = 11.54, P>0.01 &0.05) on academic
motivation.
Table 4.6.3 presents the t value for the Athletic High SES Male
students and Non Athletic Male High SES students on achievement
motivation. Significant effect was found for Athletic High SES Male students
and Non Athletic Male High SES students (t =21.52, P>0.01 &0.05) on
achievement motivation.
Thus the result is support to hypothesis no. 6. Athletic male high SES
Students posses will be exhibit higher achievement motivation and academic
achievement than nonathletic male high SES students. (Gabbard, Barton,
1979; Raviv, Low, 1990; McNaughton, Gabbard, 1993; Caterino, Polak, 1999;
Jarrett, Maxwell, Dickerson, et al, 1998; Mahar, Murphy, Rowe, et al, 2006;
Barros, Silver, Stein, 2009) findings who found that regular participation in
sports and physical activities during school days may improve academic focus
and academic performance of the non sport man high SES students.
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Hypothesis No. 7 Athletic female Student posses high SES will be exhibit
higher achievement motivation and academic achievement than nonathletic
female students possess high SES.
Table 4.7.1Means and SD for Athletic Female High SES students and Non
Athletic Female High SES Students on academic motivation and achievement
motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic High SES Female students
100 57.2 23.52
Non Athletic High SES Female Students
100 54.36 20.8
Fig.4.7: Bar diagram showing Mean values for Athletic Female High SES
students and Non Athletic Female High SES Students on academic motivation
and achievement motivation
141
Table 4.7.1 and Figure 4.7 present the mean values on the It can be observed
from the table that the score of the athletic high SES Female Students is higher
than Nonathletic high SES Female Students on academic motivation and
achievement motivation.
Table 4.7.2‘t’ value for Athletic Female High SES students and Non Athletic
Female High SES Students on academic motivation.
Table 4.7.3 ‘t’ value for Athletic student and Non Athletic student on achievement motivation.
Table 4.7.2 presents the t value for the Athletic high SES female student
and Non Athletic high SES female students on academic motivation. Significant
effect was found for Athletic high SES female student and Non Athletic high SES
female students (t = 10.29, P>0.01 &0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic High SES Female students
100 57.2 3.22 10.29**
Non Athletic High SES Female Students
100 54.36 2.88
N Mean achievement motivation
S.D ‘t’ value
Non Athletic High SES Female students
100 23.52 3.11 5.71**
Non Athletic High SES Female Students
100 20.8 2.50
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Table 4.7.3 presents the t value for the Athletic High SES Female students
and Non Athletic Female High SES students on achievement motivation.
Significant effect was found for Athletic High SES Female students and Non
Athletic Female High SES students (t =5.71, P>0.01 &0.05) on achievement
motivation
Thus the result is support to hypothesis no. 7. Athletic female Student posses high
SES will be exhibit higher achievement motivation and academic achievement
than nonathletic female students possess high SES. Peterson (2001) came to the
conclusion in several studies that different factors involve in academic
achievement motivation, of which mental health can be mentioned. Biabangard
(2000) concluded in his study that mental health is one of the many factors that
can play an important role in academic achievement motivation. Hertman (2001),
in his study on examining the mental health as one of the factors affecting
academic achievement motivation, reached to the conclusion that there is a strong
relationship between mental health and lack of mental health with increased or
reduced academic achievement motivation (Mossalanejad et al., 2005). Taheri
(2006), in his study on reviewing the relationship between mental health,
academic achievement motivation and academic self-concept, found that there is a
very strong correlation between mental health, academic achievement motivation
and academic self-concept. Motivation is one of the main factors affecting the
behavior, and is involved in all of the individual functions such as education
acquisition, education learning, learning and attention, attention, comprehension,
recall, amnesia, creativity and presentation of love and emotions
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Hypothesis No. 8 Athletic male Student posses low SES will be exhibit
higher achievement motivation and academic achievement than nonathletic
male students possess low SES.
Table 4.8.1Means and SD for Male Athletic low SES student and Non Athletic
low SES male students on academic motivation and achievement motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic Low SES Male students
100 65.26 32.96
Nob Athletic Low SES male Students
100 60.76 27.1
Fig.4.8: Bar diagram showing Mean values for Male Athletic low SES student
and Non Athletic low SES male students on academic motivation and
achievement motivation
144
Table 4.8.1 and Figure 4.8 present the mean values on the It can be observed
from the table that the score of the athletic low SES male Students is higher than
Nonathletic low SES male Students on academic motivation and achievement
motivation.
Table 4.8.2‘t’ value for Male Athletic low SES student and Non Athletic low
SES male students on academic motivation.
Table 4.8.3 ‘t’ value for Male Athletic low SES students and Non Athletic low SES male students on achievement motivation.
Table 4.8.2 presents the t value for the Athletic low SES male students and Non
Athletic low SES male students on academic motivation. Significant effect was
N Mean academic motivation
S.D ‘t’ value
Athletic Low SES Male students
100 65.26 3.44 18.86**
Nob Athletic Low SES male Students
100 60.76 2.56
N Mean achievement motivation
S.D ‘t’ value
Athletic Low SES Male students
100 32.96 2.11 31.67**
Non Athletic Low SES male Students
100 27.1 2.9
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found for Athletic low SES male students and Non Athletic low SES male
students(t = 18.86, P>0.01 &0.05) on academic motivation.
Table 4.8.3 presents the t value for the Athletic low SES male students
and Non Athletic low SES male student on achievement motivation.
Significant effect was found for Athletic low SES male students and Non
Athletic low SES male student (t = 31.67, P>0.01 &0.05) on achievement
motivation
Thus the result is support to hypothesis no. 8. Athletic male low SES
Student posses will be exhibit higher achievement motivation and academic
achievement than nonathletic male low SES students.. Johnson (2005)
explored the antecedents of individual differences in academic achievement.
The first study tested the hypothesis that the contemporaneous association
between disruptive behaviour and poor school grades could be explained by
attention problems and lack of academic ability, and estimated relations
among the underlying genetic and environmental influences and nonathletic
male low SES students.
146
Hypothesis No. 9 Athletic female Students possess low SES will be
exhibit higher achievement motivation and academic achievement than
nonathletic female students possess low SES.
Table 4.9.1Means and SD for Athletic Low SES Female students and Non
Athletic Low SES Female Students on academic motivation and achievement
motivation
Students N Mean academic motivation
Mean achievement motivation
Athletic Low SES Female students
100 54.32 22.58
Non Athletic Low SES Female Students
100 51.86 18.76
Fig.4.9: Bar diagram showing Mean values for Athletic Low SES Female
students and Non Athletic Low SES Female Students on academic
motivation and achievement motivation
147
Table 4.9.1 and Figure 4.9 present the mean values on the It can be observed
from the table that the score of the athletic low SES Female Students is higher than
Nonathletic low SES Female Students on academic motivation and achievement
motivation.
Table 4.9.2‘t’ value for Athletic Athletic Low SES Female students and Non
Athletic Low SES Female Students on academic motivation.
Table 4.9.3 ‘t’ value for Athletic Low SES Female students and Non Athletic
Low SES Female Students on achievement motivation.
Table 4.9.2 presents the t value for the Athletic low SES Female students and
Non Athletic low SES Female students on academic motivation. Significant effect
was found for Athletic low SES Female students and Non Athletic low SES
Female students(t = 18.86, P>0.01 &0.05) on academic motivation.
N Mean academic motivation
S.D ‘t’ value
Athletic Low SES Female students
100 54.32 3.16 11.71**
Non Athletic Low SES Female Students
100 51.86 2.18
N Mean achievement motivation
S.D ‘t’ value
Athletic Low SES Female students
100 22.58 4.2 17.57**
Non Athletic Low SES Female Students
100 18.76 3.8
148
Table 4.9.3 presents the t value for the Athletic low SES Female
students and Non Athletic low SES Female student on achievement
motivation. Significant effect was found for Athletic low SES Female students
and Non Athletic low SES Female students (t = 31.67, P>0.01 &0.05) on
achievement motivation
Thus the result is support to hypothesis no. 9. Athletic female Student
possess low SES will be exhibit higher achievement motivation and academic
achievement than nonathletic female students possess low SES. Elizabeth
Aries, Danielle McCarthy,Peter Salovey and Mahzarin R. Banaji (2004)the
academic performance of athletes was not below what would be expected
based on their entering profiles. Athletes low SES surpassed non-athletes low
SES student on sociability extraversion and self-reported well-being in each
annual wave of the study.