influence of psychosocial factors on the achievement in physics of female higher secondary students...

7/29/2019 INFLUENCE OF PSYCHOSOCIAL FACTORS ON THE ACHIEVEMENT IN PHYSICS OF FEMALE HIGHER SECONDARY STU

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INFLUENCE OF PSYCHOSOCIAL FACTORS ON THEACHIEVEMENT IN PHYSICS OF FEMALE HIGHER

SECONDARY STUDENTS STUDYING IN THERURAL SCHOOLS OF TIRUNELVELI DISTRICT

J.S. Febila Josephin

Assistant Professor, Keins College of Education for Women, Vallioor, Tirunelveli District.

ABSTRACT

This research article focuses the attention on the influence of certain psychosocial factors on

the achievement of female higher secondary students in physics studying in the rural schools.

The investigator has chosen social adjustment, parental encouragement and self-concept as

the psychosocial factors for determining their effect on the achievement of the chosen sample

in physics. The investigator adopted survey method for the data collection. For this study,

the investigator prepared Social Adjustment Inventory, and adopted two standardized tools

for measuring parental encouragement scale of Sharma, R.R. (1988) and self-conceptinventory of R.K. Saraswat (1984). The population of the present study is all the female

higher secondary students studying in the rural schools in Tirunelveli District. From the

population, the investigator selected 1000 female students using simple random sampling

technique. For analyzing the data, the investigator used Mean, SD, t Test, ANOVA, Chi-

square Analysis and Pearsons Product Moment Correlation. The findings of the

correlational analysis showed that the chosen psychosocial factors have significant influence

on the achievement of rural female higher secondary students in physics.

INTRODUCTION

Girls make up the majority of more than 121 million children out of school. Their

numbers increase in times of conflict, social crisis, poverty and natural disasters. Girlseducation is a human rights issue and the obligation of all governments. For UNICEF,

ensuring the right to education, for girls as well as boys, is both a moral and social

imperative.

Girls are in double jeopardy because they are disadvantaged within groups that are

already discriminated against, such as rural populations or the poor. Girls education is a core

development issue. Educated women are key to breaking the cycle of inter-generational

poverty. Investments in girls education particularly those directed to improving the quality

of education and also benefit boys. The reverse is not always the case.

NEED FOR THE STUDY

According to Johnetta Cole, When you educate a man you educate an individual

when you educate a woman you educate a whole family.

It is stated that when a man is educated he would educate another man. On the other

hand when a woman is educated she would educate the whole family. In the past, our girls

had been deprived of their opportunities to enter into different fields of life on par with their

counterparts. Now the scene has become changed. Women have been proving their talents

in many fields such as medicine, engineering, information technology, education, industry

etc.

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Women not only compete with men but also excel men in certain fields. Education of

women unlike in the past has been very much encouraged through exclusive reservation for

women in jobs in states like Tamilnadu. In the final examinations at the 10th and 12th levels

not many rural girls score high percentage of marks.

The major population in Tirunelveli is living in rural areas. Number of rural girlsenrolled for higher secondary education is less than the number of rural boys enrolled for the

same. Number of rural girls passing the public examinations and scoring higher marks is less

than the urban girls in the districts of Tamilnadu.

Informal chats with the higher secondary rural girls by the investigator have clearly

revealed that factors such as socio-economic status of parents, parental encouragement, home

environment, school environment, self-confidence and self-esteem have exercised influence

on the performance of the girl students at the higher secondary level. Motivated by the

informal results of the chats, the investigator wants to investigate the extent of the influence

of certain psychosocial factors on the achievement of rural female higher secondary students

in physics.

DEFINITION OF THE TERMS

Psycho Factors

By Psycho factors, the investigator means parental encouragement and self-concept of

higher secondary school rural girl students in Tirunelveli district.

Social Factors

By social factors, the investigator means social adjustment and socio-economic status

of higher secondary school rural girl students in Tirunelveli district.

Achievement in Physics

It refers to the accomplishment of the individual in physics. The product of learning

can be measured in terms of marks obtained in the test. By the term physics, the

investigator means that it is a systematized accumulation of knowledge about matter and

energy through a scientific method of enquiry based on some science related values and

attitudes.

Achievement in physics is operationally defined as the average percentage of marks

obtained by rural girl students in half-yearly examination at +2 level conducted by the

concerned schools on the academic year 2010 2011.

Rural Female Higher Secondary Students

By rural female higher secondary students, the investigator means the girls residing in

rural areas, studying standards XI and XII in government, government aided and unaided

higher secondary schools.

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OBJECTIVES

1. To find the significant difference between rural female higher secondary students

studying in Tamil medium and English medium in their self-concept and its dimensions.

2. To find the significant difference among rural female higher secondary students

studying in government, aided and private schools in their self-concept and itsdimensions.


studying in mathematics, science and computer science groups in their self-concept and

its dimensions.


studying in Tamil medium and English medium in their social adjustment.


studying in government, aided and private schools in their social adjustment.


studying in mathematics, science and computer science groups in their social adjustment.


studying in Tamil medium and English medium in their parental encouragement.


studying in government, aided and private schools in their parental encouragement.


studying in mathematics, science and computer science groups in their parental

encouragement.


studying in Tamil medium and English medium in their achievement in physics.


studying in government, aided and private schools in their achievement in physics.12. To find the significant difference among rural female higher secondary students

studying in mathematics, science and computer science groups in their achievement in

physics.

13. To find the significant association between self-concept of rural female higher

secondary students and their family monthly income.

14. To find the significant association between social adjustment of rural female higher


15. To find the significant association between parental encouragement of rural female

higher secondary students and their family monthly income.

16. To find the significant association between achievement in physics of rural female

higher secondary students and their family monthly income.17. To find the significant relationship between self-concept of rural female higher

secondary students and their achievement in physics.

18. To find the significant relationship between social adjustment of rural female higher


19. To find the significant relationship between parental encouragement of rural female

higher secondary students and their achievement in physics.

NULL HYPOTHESES

1. There is no significant difference between rural female higher secondary students


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2. There is no significant difference among rural female higher secondary students studying

in government, aided and private schools in their self-concept and it dimensions.


in mathematics, science and computer science groups in their self-concept and it

dimensions.

4. There is no significant difference between rural female higher secondary studentsstudying in Tamil medium and English medium in their social adjustment.


in government, aided and private schools in their social adjustment.


in mathematics, science and computer science groups in their social adjustment.

7. There is no significant difference between rural female higher secondary students



in government, aided and private schools in their parental encouragement.


in mathematics, science and computer science groups in their parental encouragement.10. There is no significant difference between rural female higher secondary students



in government, aided and private schools in their achievement in physics.


in mathematics, science and computer science groups in their achievement in physics.

13. There is no significant association between self-concept of rural female higher secondary

students and their family monthly income.

14. There is no significant association between social adjustment of rural female higher


15. There is no significant association between parental encouragement of rural female higher


16. There is no significant association between achievement in physics of rural female higher


17. There is no significant relationship between self-concept of rural female higher secondary

students and their achievement in physics.

18. There is no significant relationship between social adjustment of rural female higher


19. There is no significant relationship between parental encouragement of rural female


METHOD AND PROCEDURE

The investigator adopted survey method for the present study. For this study, the

investigator prepared Social Adjustment Inventory, and adopted two standardized tools for

measuring parental encouragement scale of Sharma, R.R. (1988) and self-concept inventory

of R.K. Saraswat (1984). The population of the present study is all the female higher

secondary students studying in the rural schools in Tirunelveli District. From the population,

the investigator selected 1000 female students using simple random sampling technique. For

analyzing the data, the investigator used Mean, SD, t Test, ANOVA, Chi-square Analysis,

Pearsons Product Moment Correlation and Factor Analysis.

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ANALYSIS AND FINDINGS

Null Hypothesis 1

There is no significant difference between rural female higher secondary students


Table - 1

Difference between Rural Female Higher Secondary Students studying in Tamil medium and

English medium in their Self-concept and its dimensions

Dimensions

Tamil English Calculated

t Value

Table

ValueRemark

N Mean SD N Mean SD

Physical 600 29.26 3.01 400 29.12 2.79 0.75 1.96 NS

Social 600 28.75 4.01 400 28.41 3.98 1.35 1.96 NS

Temperamental 600 27.57 3.37 400 27.52 3.34 0.22 1.96 NS

Educational 600 27.80 5.94 400 28.79 5.18 2.79 1.96 S

Moral 600 30.38 3.43 400 30.88 3.21 2.34 1.96 S

Intellectual 600 29.83 4.75 400 30.58 4.60 2.48 1.96 S

Self-concept in

Total600 173.59 14.70 400 175.29 14.62 1.80 1.96 NS

It is inferred from the above table that there is no significant difference between rural

female higher secondary students studying in Tamil medium and English medium in their

self-concept in total and its dimensions physical, social and temperamental. But, there issignificant difference between rural female higher secondary students studying in Tamil

medium and English medium in their educational moral and intellectual self-concepts.

While comparing the mean scores of rural female higher secondary students studying

in Tamil medium and English medium in their educational self-concept, English medium

students (mean = 28.79) are better than the Tamil medium students (mean = 27.80) in their

educational self-concept.


in Tamil medium and English medium in their moral self-concept, English medium students

(mean = 30.88) are better than the Tamil medium students (mean = 30.38) in their moral self-concept.


in Tamil medium and English medium in their intellectual self-concept, English medium

students (mean = 30.58) are better than the Tamil medium students (mean = 29.83) in their

intellectual self-concept.

It is found that significant difference is observed between the rural female higher

secondary students studying in Tamil medium and English medium in the dimensions of self-

concept educational, moral and intellectual.

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Null Hypothesis 2

There is no significant difference among rural female higher secondary students

studying in government, aided and private schools in their self-concept and it dimensions.

Table - 2.

Difference among Rural Female Higher Secondary Students studying in Government, Aidedand Private Schools in their Self-concept and it dimensions

Dimensions

Between Within Calculated

F Value

Table

Value

RemarkSS MSV df SS MSV df

Physical 8.94 4.47 2 8534.46 8.5699

70.52 3.00 NS

Social 66.84 33.42 2 15886.16 15.9399

72.10 3.00 NS

Temperamental 4.53 2.27 2 11248.87 11.28

99

7 0.20 3.00 NS

Educational155.3

577.68 2 31939.45 32.04

99

72.42 3.00 NS

Moral 60.02 30.01 2 11157.74 11.1999

72.68 3.00 NS

Intellectual117.9

658.98 2 21998.62 22.06

99

72.67 3.00 NS

Self-concept in

Total

789.3

3

394.6

62

214585.1

4

215.2

3

99

71.83 3.00 NS

It is inferred from the above table that there is no significant difference among ruralfemale higher secondary students studying in government schools, aided schools and private

schools in their self-concept in total and its dimensions.

Null Hypothesis 3


studying in mathematics, science and computer science groups in their self-concept and it

dimensions.

Table - 3

Difference among Rural Female Higher Secondary Students studying in Mathematics,

Science and Computer Science Groups in their Self-concept and it dimensions

Dimensions


F Value

Table

Value

RemarkSS MSV df SS MSV df

Physical 16.55 8.28 2 8526.85 8.55 997 0.97 3.00 NS

Social 21.18 10.59 2 15931.83 15.98 997 0.66 3.00 NS

Temperamental 58.59 29.29 2 11194.81 11.23 997 2.61 3.00 NS

Educational 192.25 96.12 2 31902.55 32.00 997 3.00 3.00 NS

Moral 67.25 33.62 2 11150.51 11.18 997 3.01 3.00 S

Intellectual 61.84 30.92 2 22054.73 22.12 997 1.40 3.00 NS

Self-concept inTotal

1958.50 979.25

2 213415.97

214.06

997 4.57 3.00 S

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It is inferred from the above table that there is no significant difference among rural

female higher secondary students studying in mathematics, science and computer science

groups in the dimensions of self-concept - physical, social, temperamental, educational and

intellectual. But, there is significant difference among rural female higher secondary students

studying in mathematics, science and computer science groups in their self-concept in totaland in the dimension of self-concept - moral.

Null Hypothesis 4


studying in Tamil medium and English medium in their social adjustment.

Table - 4.

Difference between Rural Female Higher Secondary Students studying in Tamil medium and

English medium in their Social Adjustment

VariableTamil English Calculated

t Value

Table

ValueRemark

N Mean SD N Mean SD

Social Adjustment 600 18.15 3.36 400 18.23 2.95 0.43 1.96 NS



social adjustment.

Null Hypothesis 5

There is no significant difference among rural female higher secondary studentsstudying in government, aided and private schools in their social adjustment.

Table - 5.

Difference among Rural Female Higher Secondary Students studying in Government, Aided

and Private Schools in their Social Adjustment

VariableBetween Within Calculated

F Value

Table

ValueRemark

SS MSV df SS MSV df

Social Adjustment 4.28 2.14 2 10243.32 10.27 997 0.21 3.00 NS


female higher secondary students studying in government schools, aided schools and private

schools in their social adjustment.

Null Hypothesis 6


studying in mathematics, science and computer science groups in their social adjustment.

Table - 6.


Science and Computer Science Groups in their Social Adjustment

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VariableBetween Within Calculated

F Value

Table

ValueRemark

SS MSV df SS MSV df

Social Adjustment 30.86 15.43 2 10216.74 10.25 997 1.51 3.00 NS

It is inferred from the above table that there is no significant difference among ruralfemale higher secondary students studying in mathematics, science and computer science

groups in their social adjustment.

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Null Hypothesis 7



Table - 7.

Difference between Rural Female Higher Secondary Students studying in Tamil medium andEnglish medium in their Parental Encouragement

Variable


t Value

Table

ValueRemark

N Mean SD N Mean SD

Parental

Encouragement600 104.59 8.43 400 104.92 8.21 0.62 1.96 NS



parental encouragement.

Null Hypothesis 8


studying in government, aided and private schools in their parental encouragement.

Table - 8.


and Private Schools in their Parental Encouragement

Variable


F Value

Table

ValueRemark

SS MSV df SS MSV df

Parental

Encouragement73.19 36.59 2 69421.29 69.63 997 0.53 3.00 NS



schools in their parental encouragement.

Null Hypothesis 9


studying in mathematics, science and computer science groups in their parental

encouragement.Table - 9.


Science and Computer Science Groups in their Parental Encouragement

Variable


F Value

Table

ValueRemark

SS MSV df SS MSV df

Parental

Encouragement38.76 19.38 2 69455.71 69.66 997 0.28 3.00 NS


female higher secondary students studying in mathematics, science and computer sciencegroups in their parental encouragement.

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Null Hypothesis 10



Table - 10.

Difference between Rural Female Higher Secondary Students studying in Tamil medium andEnglish medium in their Achievement in Physics

Variable


t Value

Table

ValueRemark

N Mean SD N Mean SD

Achievement in

Physics600 113.75 28.50 400 112.37 28.15 0.76 1.96 NS



achievement in physics.

Null Hypothesis 11


studying in government, aided and private schools in their achievement in physics.

Table - 11.


and Private Schools in their Achievement in Physics

Variable


F Value

Table

ValueRemark

SS MSV df SS MSV df

Achievement in

Physics74.42 37.21 2 803248.55 805.67 997 0.05 3.00 NS



schools in their achievement in physics.

Null Hypothesis 12


studying in mathematics, science and computer science groups in their achievement in

physics.Table - 12.


Science and Computer Science Groups in their Achievement in Physics

Variable


F Value

Table

ValueRemark

SS MSV df SS MSV df

Achievement

in Physics2362.50 1181.25 2 800960.48 803.37 997 1.47 3.00 NS


female higher secondary students studying in mathematics, science and computer sciencegroups in their achievement in physics.

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Null Hypothesis 13

There is no significant association between self-concept of rural female higher


Table - 13.

Association between Self-concept of Rural Female Higher Secondary Studentsand their Family Monthly Income

Dimensions df Calculated Value Table Value Remark

Physical 4 4.45 9.49 NS

Social 4 0.15 9.49 NS

Temperamental 4 4.67 9.49 NS

Educational 4 1.43 9.49 NS

Moral 4 11.88 9.49 S

Intellectual 4 0.48 9.49 NS

Self-concept in Total 4 1.99 9.49 NS

It is inferred from the above table that there is no significant association between self-

concept in total and its dimensions physical, social, temperamental, educational and

intellectual self-concepts of rural female higher secondary students and their family monthly

income. But, there is significant association between moral self-concept of rural female


Null Hypothesis 14

There is no significant association between social adjustment of rural female higher


Table - 14.

Association between Social Adjustment of Rural Female Higher Secondary Students

and their Family Monthly Income

Variable df Calculated Value Table Value Remark

Social Adjustment 4 0.76 9.49 NS

It is inferred from the above table that there is no significant association between

social adjustment of rural female higher secondary students and their family monthly income.

Null Hypothesis 15

There is no significant association between parental encouragement of rural female

higher secondary students and their family monthly income.Table - 15.

Association between Parental Encouragement of Rural Female Higher Secondary Students

and their Family Monthly Income


Parental Encouragement 4 2.11 9.49 NS

It is inferred from above table that there is no significant association between the

parental encouragement of rural female higher secondary students and their family monthly

income.

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Null Hypothesis 16

There is no significant association between achievement in physics of rural female


Table - 16.

Association between Achievement in Physics of Rural Female Higher Secondary Studentsand their Family Monthly Income


Achievement in Physics 4 3.07 9.49 NS

It is inferred from the above table that there is no significant association between

achievement in physics of rural female higher secondary students and their family monthly

income.

Null Hypothesis 17

There is no significant relationship between self-concept of rural female highersecondary students and their achievement in physics.

Table - 17.

Relationship between Self-concept of Rural Female Higher Secondary Students

and their Achievement in Physics

Dimensions N Calculated Value Table Value Remark

Physical 1000 0.246 0.062 S

Social 1000 0.133 0.062 S

Temperamental 1000 -0.023 0.062 NS

Educational 1000 -0.199 0.062 S

Moral 1000 -0.102 0.062 SIntellectual 1000 -0.042 0.062 NS

Self-concept in Total 1000 -0.034 0.062 NS

It is inferred from the above table that there is no significant relationship between

self-concept in total and its dimensions temperamental and intellectual self-concepts of

rural female higher secondary students and their achievement in physics. But, there is

significant relationship between physical, social, educational and moral self-concepts of rural

female higher secondary students and their achievement in physics.

Null Hypothesis 18

There is no significant relationship between social adjustment of rural female higher


Table - 18.

Relationship between Social Adjustment of Rural Female Higher Secondary Students and

their Achievement in Physics

Variable N Calculated Value Table Value Remark

Social Adjustment 1000 -0.296 0.062 S

It is inferred from the above table that there is significant relationship between social

adjustment of rural female higher secondary students and their achievement in physics.

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Null Hypothesis 19

There is no significant relationship between parental encouragement of rural female


Table - 19.

Relationship between Parental Encouragement of Rural Female Higher Secondary Students

and their Achievement in Physics

Variable N Calculated Value Table Value Remark

Parental Encouragement 1000 -0.216 0.062 S

It is inferred from the above table that there is significant relationship between

parental encouragement of rural female higher secondary students and their achievement in

physics.

CONCLUSION

From the analysis, it is found that the chosen psychosocial variables - physical, social,educational and moral dimensions self-concept, social adjustment and parental

encouragement of rural female higher secondary students have significant influence on their

achievement in physics. Hence, it is concluded that adequate care and attention for instilling

these qualities among the rural female higher secondary students in order to develop in their

psychological, social, emotional and economical stratum in the future.

REFERENCES

1. Aggarwal, Y.P. (1990) Statistical Methods, Concepts, Applications and Computations,

Sterling Publishers Pvt. Ltd., New Delhi.

2. Digumarti Bhaskara Rao (1996) National Policy on Education, Anmol Publications Pvt.

Ltd., New Delhi.

3. George Herbert Mead (1934) Mind, Self, and Society. Ed. by Charles W. Morris.

University of Chicago Press.

4. Rakesh Kumar (2007) Girls Education An Obligation of the State, Vista International,

New Delhi.

5. Sita Anantha Raman (1996) Getting Girls to School: Social Reform in the Tamil Districts,

Sree Publishers, Calcutta.

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