CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Introduction:

Before taking up any specific research project, the researcher must be

thoroughly familiar with previous theory and research. To assure this familiarity,
research project in the behavioural sciences, has to review the available theoretical
and research literature. The term 'review' means to organize the knowledge of the
specific area of research and the term 'literature' refers to the knowledge of a
particular area of investigation of any discipline which includes theoretical, practical
and its research studies. W.R. Borg1:

The literature in any field forms the foundation upon which all future work
will be built. If we fail to build the foundation of knowledge provided by the
review of literature our work is likely to be shallow and naïve and will often
duplicate work that has already been done better by someone else. (p. 111)

Related literature helps the researcher to select a right path to study the
problem in its depth. With the help of information about problems, the researcher
makes an outline for the existing problem. As foundation is essential for any building
related literature is essential for providing solution to any new problem.

2.2 Objectives of Related Literature:

The main objective of the present study is to know about previous studies
conducted in India as well as abroad by various researchers on relation of academic
achievement with academic achievement motivation and study habits. Following are
the important point of the survey of related literature-

1- This survey provides the constructive views upon those principles,

descriptions and hypothesis which are very important for the study of our
problem.
2- It helps in deciding the fields of the problem and save the time of the
researcher.
3- It provides insight to the researcher for the analysis of the obtained
conclusions provides the supporting views and grows inner confidence in
researcher.
CHAPTER-2 REVIEW OF RELATED LITERATURE

4- It suggests the proper research method for finding the solution of the
problem.
5- It gives aid to get the comparative data and help in their analysis.
6- Theoretical ground for the research is vivified by it. It helps in understanding
the different principles and assumptions.
7- It provides knowledge of the research field in which various researchers
performed their researches.
8- It provides the knowledge of the suitable methods, suitable tools and the
type of statistics for the research work.
9- It provides guidance to a researcher to make a conclusion on the basis of
previous studies.
10- It saves and alerts from the errors.

2.3 Functions of the Review of Literature

Following are the main functions related to the review of related literature-

1. To provide the conceptual framework of reference involves both conceptual

and research literature.
2. To provide an understanding of the status of research in the field comes from
reviewing the research literature.
3. Review of literature provides clues to the research approach, method,
instrumentation and data analysis.
4. After review of the full body of the previous research the researcher is in a
position to evaluate the success of other researchers in the problem area and
the usefulness of their findings.
5. Reviews of literature provide specific information required to interpret the
definitions, assumptions, limitations and hypotheses of research.

In addition to the five direct functions one indirect function of the review of
the literature is to serve as a sounding board to help the researcher know when his
research problem has been sufficiently specified. Review of literature reflects
insufficient clarity and /or specificity in the research problem.

2.4 Review of Related Literature

Academic achievement of secondary students is effected by numerous factors.

The present chapter deals with the studies conducted in the area of academic

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CHAPTER-2 REVIEW OF RELATED LITERATURE

achievement, academic achievement motivation, study habits and different

examination boards/different types of schools. For this, the researcher reviewed
various educational and multidisciplinary studies by using both online as well as
offline journals, abstract, books, dissertations, theses, presentation papers of various
conferences and seminars etc. A review of the research was done to gain insight into
the nature of problem. Review of related literature related to the variables used in the
present study are categorize as follows-

1 Studies related to the variable Academic Achievement

2 Studies related to the variable Academic Achievement Motivation
3 Studies related to the variable Study Habits
4 Studies related to different Types of Schools or different Examination Boards

2.4.1 Studies related to the variable Academic Achievement

The review of the studies related to the variable Academic Achievement are
described as follows-

Parmane (2001)2 carried out a study to find out the psychological barriers
encountered by adolescents during the classroom communication. The study was
carried out on all the students of class VIII and all the teachers teaching class VIII
students from 12 school of Kolhapur city. The tools employed in the study were- i-
questionnaire on psychological barriers for adolescents and teachers ii- projective
questionnaire for adolescents, iii- observation schedule and iv- two achievement tests
was prepared by researcher. Analysis of the data was carried out by applying of chi-
square. A significant inverse relation was found between each of the seven
psychological barriers encountered by adolescents and their achievement in algebra.

Suneetha and Mayuri (2001)3 conducted a study on age and gender

differences on the factors affecting high academic achievement. The study was carried
out on 120 standards IX and X students respectively from 10 private schools of
Hyderabad district. Malin’s Intelligence Scale for Indian Children (MISIC), study
Habit Inventory (SHI) by Dr. Mukhopadhyaya and D.N. Sansanwal (1983) and Multi-
dimensional Assessment of Personality Inventory-Teenage form (MAP Series-form
T) were considered for data collection. The data was analyzed with the help of
ANOVA. The major findings were- i- gender was found to be the more important
variable than IQ in deciding high academic performance as more girls were found

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CHAPTER-2 REVIEW OF RELATED LITERATURE

among top ranking students ii- with regard to effect of age differences on the
academic achievement all the three types of IQs differed significantly among different
age groups and, iii- with regards to the age difference of study habit, girls and boys
were found different only on one dimension, i.e. support.

Agrawal (2002)4analyzed some correlates of academic achievement. The

objectives of the study were to explore the relationship of academic achievement of
boys and girls with intelligence, socio-economic status, size of the family and birth
order of the child. A sample of 300 students studying in class IX was selected from
secondary schools of Lucknow city. They were administered the following tools- i-
academic achievement (marks obtained in class VIII final exam), ii- Prayag Mehta
intelligence test, iii- Socio economic status scale by Kuppuswamy and iv- a
questionnaire for family size and birth order. Pearson product moment correlation and
critical ratio (CR) were the statistical techniques used for analyzing the data. Findings
of the study were i- significant positive relationship was found between academic
achievement and intelligence for both the groups ii- academic achievement of
students was found positively related with their socio-economics status iii- significant
negative relationship between academic achievement and family size of students, iv-
significant negative relationship was found between academic achievement and birth
order of students.

Arya and Kistwaria, (2002)5 assessed the effect of employment of home

makers on academic performance of adolescent daughters. A sample of 60 women (30
working and 30 nonworking) having adolescent daughters from palampur town of
Kangra district were selected. For data collection, Interview schedule and
questionnaire were used in the study. For data analysis, chi-square, percentage were
used. The result indicated that a majority of the adolescent daughters of non-
employed mother were performing well in their studies. The daughters of non-
employed mother devote more time in their studies in comparison to the
corresponding group.

Goel (2002)6 carried out a study to find out the relationship between feeling of
security, family attachment and values of adolescent girls with their educational
achievement. 500 adolescent girls of the age group of 16 to 21 years participated in
the study. They were administered the Maslow’s Security Insecurity Inventory,
Rundquist and Sletto’s family scale to reflect parent child relation and family

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CHAPTER-2 REVIEW OF RELATED LITERATURE

tensions, R.K. Ojha’s Value test to measure six values viz. Theoretical (love of truth),
Political (love of power), Economic (practically), Aesthetic (love of beauty), Social
(humanitarian), Religious and Aggregate of marks obtained in the public examination
for measuring the educational achievement. The data were analyzed with help of
percentage, correlation and ‘t’ test. Major findings of the study were i- Low
achievement had a positive relationship with the feeling of security, whereas the
average and high achievement had a negative relationship with the feeling of security.
ii- family attachment and achievement scores were negatively related, A related factor
responsible for higher educational achievement was parental attitude. iii- theoretical,
aesthetic and religious values were positively related with the achievement score, but
economic and political values were negatively correlated with educational
achievement. Social value had a positive relationship with the average achievement
but the low and high achievements were negatively correlated, iv- there was no
difference in the value pattern of low and average achievers, whereas high achievers
gave first preference to theoretical value, then to social, political, economic, aesthetic
and religious value.

Kanchana and Kaliappan (2002)7 examined the effect of behavior

modification techniques in reducing test anxiety and improving study skills on
academic achievement of high school girls. A sample of 144 children was selected
randomly from corporation higher secondary school of Chennai. The age ranged from
14 to 17 years. They were administered the following tools- study skills questionnaire
formulated by the investigator, ii- test anxiety scale for children by Sarason (1960)
and iii- academic achievement i.e. examination marks. Analysis of the data were
carried out by applying mean S.D., ANOVA,‘t’ test and path analysis. The main
findings of the study were i- all three experimental groups significantly reduced test
anxiety, improved study skills and academic achievement, ii- Reduction of test
anxiety and improvement of study skills enhanced academic achievement and iii-
Improvement of study skills contributed more to enhancement of academic
achievement than reduction of test anxiety.

Kasinath (2002)8 determined the relative efficiency of the different piagetian

conservation abilities in predicting the academic achievement of science in the total
sample and separately in case of boys, girls, urban sample and rural sample. A total of
198 students studying in class VIII were selected randomly comprising 75 boys, 123

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CHAPTER-2 REVIEW OF RELATED LITERATURE

girls and 98 urban, 100 rural students from seven schools of Dharwad. Piagetian type
tests were developed by the investigator to measure the conservation of age,
classification, liquid, solid, weight, number, length, area and volume using scientific
procedure. Students were interviewed individually in their local language over a
period of 60-90 minutes. Academic achievement in science was measured by taking
the students annual examination marks in science at the VIII standard. The data was
analyzed with the help of regression co-efficient. The findings of the study were i-
academic achievement in science among urban students was best predicted by
conservation of classification, number and length, However, conservation of area
acted as a suppressor of achievement in science in urban sample and ii- conservation
of length, solid, classification, number and area were the best predictors of academic
achievement in science in rural sample However, the achievement in science among
rural students was lowered by conservation of age, liquid and volume.

Sharma (2002)9 carried out a study of the effect of parental involvement and
aspirations on aspirations and academic achievement of +2 students. The objectives of
the study were to study the association of parental involvement, parental aspirations
(educational and occupational) and academic achievement of students. A sample of
310 students of classes XI and XII and their parents from four schools of Chandigarh
and Panchkula were selected through stratified random sampling techniques. The data
were analyzed with the help of descriptive statistics, ANOVA, chi square test and
variance. The findings of the study were- i- parents of high and low achieving
students exhibited differentiated behavioral profiles with regard to some dimension of
parental involvement, Parents of high achieving students often provided academic
guidance to their children and also planned various cultural activities such as
arranging picnic, dance shows and other festivals, ii- achievement scores of children
belonging to high, average and low groups of parental educational aspirations were
not equal and iii- the academic achievement scores were different for children
belonging to different parental involvement groups.

Vyas (2002)10has made a study on learning style, Mental ability, academic

performance and other ecological correlates of under graduate adolescent girls of
Rajasthan. A sample of 500 girls from class XII of 16 government Sr. secondary
schools of urban and rural area of Rajasthan was taken. The tools used include i-
learning style inventory by K.K. Rai and K.S. Narual ii- mental ability test by S.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Jalota, iii- SES scale by [Link] and S.K. Saxena and iv- academic performance
marks obtained by the students in board examination. The statistical techniques used
for data analysis were mean, standard deviation, ‘t’ test and F test. Findings of the
study were i- The environmental, emotional, sociological dimension of learning style
does not affect significantly the academic performance of girls, ii- Residence as
urban/rural and ecological correlates have significant effect on the academic
performance of girls. iii- the environmental dimension of learning style preference
does not affect the academic performance whereas mental ability influence the
academic performance of students.

Suresh (2003)11 presented a study of the relationship of extraversion-

introversion in adolescents to their adjustment and academic achievement. The
sample consisted of 1,418 adolescents in Thiruvananthapuram revenue district by
using stratified random sampling method. They were administered i- the Kerala
introversion-extraversion scale, ii- the extraversion- introversion trait scale iii-
adjustment scale iv- academic achievement indices and v- personal data sheet.
Statistical techniques such as mean, standard deviation, t-test, Karl pearson’s product
moment coefficient of correlation and partial correlation were used. The findings of
the study were. i- The relationship between introversion and academic achievement
was positive in adolescents. ii- The relationship between introversion and
achievement in English was negative in adolescents. iii- The relationship between
academic achievement and home adjustment was positive in adolescents. iv- the
relationship between academic achievement and community adjustment was negative
in adolescents v- There was no relationship between academic achievement and
adjustment in adolescents who belongs to forward castes low income families, nuclear
families and large families.

Saini (2005)12 conducted a study on Family environment and academic

achievement of adolescent children and academic achievement of adolescent children
of working and non-working mothers. Study was conducted on a sample of 415
adolescents selected from the government and private senior secondary schools of
Chandigarh. Stratified random sampling was used for the selection of the sample. The
tools used for data collection were i- family environment scale (FES) by moos and
moos (1986), iii- Battery of achievement tests by Anand (1971). The statistical
techniques used for data analysis were mean, standard deviation and ‘t’test. Result

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CHAPTER-2 REVIEW OF RELATED LITERATURE

showed that academic achievement of adolescent children of working mothers were

much better than the adolescent children of non-working mothers.

Akiri and Ugborugbo (2009)13 conducted the study to know the influence of
teachers’ classroom effectiveness on students in public secondary schools. The
descriptive survey method was used. The study was conducted on a sample of 979
teachers from public secondary schools by using stratified random sampling
technique. The data were analyzed with the help of correlation, simple regression, t-
test, and single factor analysis of variance. Study revealed positive correlation
between teacher effectiveness and students academic performance. It was also
observed that effective teachers produced better performing students.

Kumar (2010)14 studied study of academic achievement, values and

adjustment of secondary school students in relation to working status of mothers.
Samples consisted of 500 class XI students (250 students of working mothers and 250
students of non working mothers). Tools used for data collection were i- Adjustment
inventory for school students by Dr. A.K.P. Sinha and Dr. R.P. Singh, ii- study of
values test developed by Dr. R.K. Ojha, iii- percentage of marks obtained in the
matriculation examination was taken as criterion of academic achievement. The study
revealed that students of working mothers do not differ significantly from students of
non working mothers on academic achievement.

Rana and Mahmood (2010)15 explored the study of relationship between test
anxiety and academic achievement of post graduate students. Total sample of the
study comprised of 414 students of post graduate level drawn randomly from public
sector university of Lahore, Pakistan. Test anxiety inventory (TAI) developed by
spielberger was used for data collection. The collected data were analyzed using
pearson correlation, multivariate statistics and regression analysis. It was found that
test anxiety was responsible for students’ underachievement and low performance.

Farooq, Chaudhary, Shafiq and Berhanu (2011)16 carried out an

investigation to find out different factors influencing the academic performance of
secondary school students. The study was conducted on 600 students of class 10th
(300 males, 300 females) from secondary schools in a metropolitan city of Pakistan.
Information about different factors relating to academic performance of students were
collected with the help of questionnaires. 9th grade annual examination marks were

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CHAPTER-2 REVIEW OF RELATED LITERATURE

served as an academic performance. Collected data were treated with t-test and
ANOVA. Result indicated that socio economics status and parents education had a
significant effect on students overall academic achievement as well as achievement in
mathematics and English. It was also indicated that female students performance were
better than, male students.

Fayombo (2011)17examined student related variables as predictors of

academic achievement among some undergraduate psychology students in Barbados.
Sample consisted of 131 students. Tools used for data collection were i- psychology
achievement test (PAT), ii- Interest in higher education scale (IHES) and iii-
Psychological resilience scale (PRS) and iv- study habit scale (SHS). Finding
revealed significant positive correlations between the students related variables and
academic achievement.

Niyati and Sengupta (2011)18evaluated the impact of stress management

techniques of adolescent’s performance level. A sample of 200 students from 13 to 17
years was selected. Tools administered for data collection were i- Bisht battery of
stress scale, ii- optimistic-pessimistic attitude scale and iii- social acceptability among
peers. Data were analyzed with the help of mean, SD, and t- ratio. Result showed that
girls preferred social support technique for improving academic performance while
boys preferred positive attitude techniques for this.

Verma (2011)19 aimed to find out the comparison between academic

achievement of high creative and low creative students. The sample consisted of 443
(214 high and 229 low creative) verbal creative and 454 (234 high and 220 low
creative) non verbal creative tribal and non tribal students studying in class 11 th from
govt. schools of Bastar district in Chhattisgarh. Tools used for data collection were- i-
A verbal and non-verbal test of creativity of Baquer Mehdi, ii- Test scores of the 10th
board examinations (C.G. board) as the academic achievement of the students. The
result revealed that high verbal creative students showed better academic achievement
in various subject than low verbal creative students. Achievement in math’s subject of
high verbal creative students was better than low non verbal creative students.

Baviskar, Phalke and Phalke (2013)20 investigated depression, anxiety and

stress of arts, science and commerce students from rural areas. This was the cross
sectional study in which 360 students of arts science and commerce streams from

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junior college in Loni, Maharastra by using stratified random sampling technique. 120
students from each stream with equal ratio of girls and boys was selected.
Questionnaire consisted of equal information and depression, anxiety, stress scale -
42(DASS) were used for data collection. Data was analyzed by applying percentage,
mean, S D and Z values of DASS scores. Result showed that depression, anxiety and
stress have insignificant relationship with academic performance.

Chandra and Azimuddin (2013)21 examined the influence of different

categories of socio economic status of students on their academic achievement. Study
also examined the relationship between socio economic status and academic
achievement. The sample comprised of 614 students (358 males and 256 females) of
IX and X class from 14 secondary schools of Lucknow city in the age range of 13 to
17 years. Socio-economic status scale developed by Dr. Meenakshi (2004)and board
result of class IX and X for academic achievement of students were used for
collection of data. t-test and Karl Pearson’s correlation coefficient were used for
analysis of data. Result showed positive correlation between socio-economic status
and academic achievement.

Gupta (2013)22 examined study of academic achievement in relation to

emotional intelligence and mental health of adolescents. Sample consisted of 300
senior secondary school students (150 rural and 150 urban). Tools used for data
collection were i- academic achievement- marks obtained in mathematics in
matriculation board exams 2010, ii- Mangal emotional intelligence inventory and iii-
mental health battery. The finding revealed there is no significant relationship
between academic achievement and emotional intelligence of rural adolescence but
significant relation was found between academic achievement and emotional
intelligence of urban adolescence.

Khalid, Mokhtar, Fauzee, Kasim and Don (2013)23 examined the influence
of learning styles on academic achievement of students of arts and science streams.
Grasha-Riechmann learning styles scale was administered on a sample of 100
students. The pearson correlation analysis revealed no significant relationship
between learning styles and academic achievement.

Samad (2013)24 examined the effect of academic climate on students

adjustment and academic achievement of provincialized secondary schools of

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Darrang district. It was found that improved academic climate reduce adjustments
problems and increased academic achievement of the students.

Singhpuar (2013)25 investigated the non cognitive variables like anxiety,

emotional maturity and social maturity and their relationship with academic
achievement. Participants in the study were 400 students (200 rural and 200 urban) of
class Xth. The tools used for collecting data were- Dr. Nalini Rao’ social maturity
scale, Singh and Bhargava emotional maturity scale, Sharma’s general anxiety scale
for children and aggregate score of students in CBSE examination for their academic
achievement. Result reported significant relationship between social maturity and
academic achievement as well as between anxiety and academic achievement. But no
significant relationship was found between emotional maturity and academic
achievement.

Das, Halder and Mishra (2014)26 tried to find out the correlation between
academic anxiety and academic achievement. Investigators also made an attempt to
investigate the gender difference in relation to academic anxiety and academic
achievement. A sample of 237 students (128 Boys and 109 Girls) of class VIII from
secondary schools of Malda, W. Bengal was selected randomly. Tools used for data
collection were i- Academic anxiety scale for children (AASC-SG) by A.K. Singh
and A. Sengupta and ii- Academic achievement test for children, developed by
Researcher on all the subjects for class VIII. Result showed negative and significant
correlation between academic anxiety and academic achievement.

Kumar and Lal (2014)27 examined the pattern of relationship between the
academic achievement and family environment. The participants in the study were
200 adolescents and their age range from 15 to 18 years. Family environment scale
(FES) by Moos (1974) was used to measure the family environment of the
participants and their aggregate percentage of marks from the previous two classes
was also used as academic achievement. The result revealed that girls are better in
academic scores than boys. Result also revealed that adolescents of higher family
environment had higher academic achievement than adolescents of low family
environment.

Moshahid and Alam (2014)28 examined the level of intelligence of Urdu

medium secondary school students in relation to gender and their academic

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CHAPTER-2 REVIEW OF RELATED LITERATURE

achievement. Sample consisted of 100 students of Class 10 th from 10 Govt. Urdu

medium schools. Tools used for data collection was Intelligence test: Culture fair
(Scale 2, Form A) by Cattle and Cattle. The result revealed that there is a significant
difference between the academic achievement and intelligence of male and female
students.

Ng, Zakaria, Lai and Confessore (2014)29 conducted a study of time use and
academic achievement among secondary school students. 137 male and female
secondary school students studying in the state of Kelantan in Malaysia were selected
by using stratified sampling technique. Time spent in reading, studying, tuition, extra
curricular activities, homework, activities associated with school related activities
combined were positively and significantly correlated with academic achievement.
Time spent watching T.V., activities associated with internet, playing multimedia
games, activities associated with non-school related activities combined were
negatively and significantly correlated with academic achievement. Females
achievement is significantly higher than males.

Rai (2014)30 has investigated the effect of parental encouragement on level of

aspiration and academic performance of adolescents. The sample for the study
consisted of 800 students drawn from the randomly selected faculties in Uttarakhand.
Parental encouragement scale and aspiration scale were used for the study. Marks
obtained in class X was measured for Academic Performance. The result reported that
no significant difference was found between the groups on academic performance.

Sangtam (2014)31 studied study of academic achievement, study involvement

and emotional maturity of secondary school tribal students of Nagaland. Random
sampling technique was used for drawing the sample and 1000 secondary school
tribal students was chosen from government and private schools for sample. Tools
used for data collection were- i- study involvement inventory (Dr. Asha Bhatnagar,
2004) ii- emotional maturity scale (Dr. Yashvir Singh and Dr. Mahesh Bhargava,
2010), iii- socio economic status scale (Lakshminarayana, 2001) and iv- academic
achievement was collected from the records of their respective schools. The finding of
the study i- There were positive relationship between academic achievement and
socio economic status of secondary school tribal students, ii- There was negative
relationship between academic achievement and emotional maturity of secondary

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CHAPTER-2 REVIEW OF RELATED LITERATURE

school tribal students, and iii- There was a positive relationship between academic
achievement and study involvement of secondary school tribal students.

Crede, Wirthwein, McElvancy, and Steinmeyr (2015)32 conducted a study

to examined the relationship between adolescents academic achievement and life
satisfaction. The present study also examined the role of parents education on this
relationship. A sample of 411 students of 11th grade from German high school was
participated in this study. The tools employed in the study were- i- Life satisfaction
scale developed by Delbert (2003) and ii- Grade point average were served as
academic achievement of the students. The descriptive and inter correlational survey
method was employed in this study. Result showed that only mothers’ education
functioned as a moderator of the relationship between academic achievement and
students’ life satisfaction.

Fatma (2015)33 conducted a study to find out the anxiety of adolescents in

relation to their gender locality and academic achievement. Sample of the study
comprised of 1000 adolescents (361 male and 639 female) students of which 671
urban and 329 rural students from four cities of U.P., India namely Lucknow,
Lakhimpur, Sitapur and Kanpur and their age range from 17 to 19 years. Tools used
for data collection were- i- Anxiety scale for adolescent developed by the researcher
and ii- students result is considered to determine the academic achievement.
Collected data were analyzed using mean, S.D., t-test and Pearson product correlation
coefficient. Result showed that there is no significant difference between male and
female adolescents in relation to their academic achievement but a negative
correlation was found between anxiety and academic achievement of adolescents.

Hussain (2015)34 studied A study of personal values and socio psychological

problems in terms of school achievement and emotional maturity of students at
secondary stage. Sample consisted of 500 students of class XIth from four districts of
U.P. Tools used for data collection were- i- school achievement-marks obtained by
the students in their high school examination, i- personal values questionnaire
developed by Dr. G.P. Sherry and Prof. R.P. Verma, iii- Measurement of socio-
psychological problems-a self prepared tool was used and iv- emotional maturity
scale by Dr. Yasvir Singh and Dr. Mahesh Bhargava. Result showed positive
correlation between personal values, socio psychological factors, family relationship

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CHAPTER-2 REVIEW OF RELATED LITERATURE

on the scholastic achievement of emotionally mature and emotionally immature

students.

Siahi and Maiyo (2015)35 showed the relationship between study habits and
academic achievement of students. Method used for data collection was descriptive
correlation survey method. Sample consisted of 85 9 th class students at spicer higher
secondary school. Sampling technique used in this study was stratified random
sampling Tools used for data collection were study habits inventory made by N. M.
Palsane and school examination records for academic achievement. The result
revealed a positive relationship between study habits and academic achievement.

Singh and Choudhary (2015)36 examined the impact of socio economic

status on the academic achievement of secondary school students. The study was
conducted on a sample of 450 class XI students from 15 government as well as
private schools of Delhi. Normative survey method was used. The tools used were the
socio economic status (SESS) questionnaire and total marks obtained by the student in
the previous class i.e. standard XI as an academic achievement. The data so collected
were analyzed with help of mean, S.D., one way ANOVA and t- test. Result of the
study showed that gender influences the academic achievement at secondary school
level. It was also showed that academic achievement was influenced by the socio
economic status and students of high and middle socio economic status have better
performance.

Dev (2016)37 investigated and analyzed the relationship of general mental

ability, interest and home environment with academic achievement. Total sample of
the study comprised of 110 students (55 boys 55 girls) of class VII drawn randomly
from Kendriya vidyalaya sanghathan, Delhi. Students age range was 13 to 14 years.
General mental ability test constructed by R.K. Tandan (1972), multiphasic interest
inventory by S.K. Bawa (1998), Home environment inventory by K.S. Mishra (1989)
were employed for collection of data and grades (converted into score) obtained in
class VIIth annual examination were used as measures of academic achievement. The
collected data were analyzed using pearson product moment correlation co-efficient
and t-test. Study indicated significant and positive correlation of general mental
ability and home environment with academic achievement.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Gill (2016)38 investigated the relationship of academic achievement of senior

secondary students to their anxiety learning styles and school environment. Sample
consisted of 264 secondary school students of XIthclass from various schools of
Faridabad city. Anxiety comprehensive scale (2002) developed. By A.K.P. Sinha and
L.N.K. Sinha, Learning style inventory (2012) developed by Karuna Shankar Mishra
and school environment inventory (2012) developed by Karuna Shankar Mishra were
employed for collection of data. Mean, S.D., t-test and correlation were used for
analysis of data. The result showed negative correlation between academic
achievement and anxiety among senior secondary school students. Result also showed
positive but very less correlation between academic achievement and learning styles
of senior secondary school students.

Gill and Kansal (2016)39 investigated the relationship between learning

strategies and academic achievement of students. Sample of the study comprised 1167
secondary school students from 35 schools of Punjab affiliated to PSEB streams. The
statistical techniques used for analysis of data were the men, S.D., t-value and
ANOVA. Tools used for data collection were motivational strategies for learning,
Questionnaire (Pintrich et al., 1991) and percentage of marks of 11th class for their
academic achievement. Result revealed no significant difference between high and
low achievers.

Lv, Zhou, Guo, Liu and Luo (2016)40 conducted a study to find out the
relationship between academic achievement and emotional well being of elementary
school children. This study also find out the moderating effect of parent school
communication on this relationship. A total of 419 elementary school students from
different schools of and their parents were participated in this study. These result
showed that parental engagement with school impact both the academic achievement
and subjective well being of elementary school children in china.

Paliwal and Rathi (2016)41 carried out an investigation to find out the impact
of level of aspiration on academic performance of students belonging to different
streams of education. The participant in the study was 717 students (358 males and
358 females). Student’s age range was 18 to 19 years. Level of aspiration measure
(Dr. Mahesh Bhargava and prof. M.A. Shah.) was used to measure level of aspiration
of the students and the board results of class XII were also used to record data of
academic performance. The responses were treat with ANOVA and scheffe’s test of

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CHAPTER-2 REVIEW OF RELATED LITERATURE

multiple comparison. Result indicated no significant difference between academic

performance of students belonging to engineering and management streams of
education.

Saikia (2016)42 assessed the influence of home environment and intelligence

on academic achievement of secondary school students. The study adopted
disproportionate stratified random sampling technique, participants in the study were
512 (282 male, 230 female and 307 rural, 205 urban) Xth class students from
government and provincialized co-educational secondary schools of Lakhimpur
district of Assam. Home environment inventory developed by Karuna Shanker Mishra
and mixed tope group test of intelligence developed by Dr. P.N. Mehrotra were used
for collection of data Percentage, Mean, S.D., Correlation, ‘t’ test, pie diagram, bar
diagram were used to analyze the data. Findings of the study revealed that there was
no significant difference on academic achievement of the students on the basis of
gender. The study also indicates that there existed positive relationship between
academic achievement and home environment.

Nongtodu and Bhutia (2017)43 analyzed the relationship between locus of

control and academic achievement of college students in Meghalaya. This study
adopted descriptive survey method. A total of 797 final year students of Bachelor
degree was participated in this research by using stratified random sampling
technique. Tool used for data collection of locus of control was constructed and
standardized by the researcher. The study showed strong positive correlation between
internal locus of control and academic achievement among college students from
different streams. The study also found moderate positive correlation between
external locus of control and academic achievement among students from different
streams.

Nongtodu and Bhutia (2017)44conducted a study to describe the

metacognition among college going students and find out its relationship with
academic achievement, gender, streams of discipline and locale. The study adopted
descriptive survey method, participants in the study were 797 undergraduate final year
students of arts, science and commerce streams from different colleges of Meghalaya
in the academic year 2015-16. Sample was drawn using simple random sampling
technique. Metacognition inventory constructed by Punita Govil (2003) was used to

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CHAPTER-2 REVIEW OF RELATED LITERATURE

measure metacognition of the participants. Result revealed that there is a significant

relation between metacognition scores and academic achievement.

Parmar (2017)45 examined academic achievement among secondary school

students with respect to rural and urban area. Sample consisted of 60 students (30
rural, 30 urban) of Mehsana district. The questionnaire prepared from manual for
academic achievement motivation test by T.R. Sharma. The ‘t’ test was used to
analysis the data. The result indicated that there was no significant mean difference
between academic achievements among secondary school students with respect to
rural and urban area.

Aafreen, Priya and Gayathri (2018)46 conducted a study to find out the
effect of stress on academic performance of students studying in different streams.
For this purpose, a sample of 100 students was asked to answer a survey which is
prepared in online. Result showed negative correlation between stress and academic
performance.

Deupa and Pathani (2018)47conducted a comparative study of academic

achievement and intelligence level of secondary school students of science,
management and education streams. A total of 150 students, of which 50 students,
from each stream belonging to eight schools of Nepal was participated in this
research. Tools used for data collection were- i- G.C. Ahuja Group test of
Intelligence (GGTI-A) and ii- grade point averages of secondary education
examination were collected from school records for academic achievement. The
analysis of variance revealed significant difference among the mean scores of science,
management and education stream students. Result showed that academic
achievement and intelligence level of education stream students is lower than students
of both science and management streams.

Moss, Benus and Tucker (2018)48 conducted nine studies to find out the
effects of school based arts integration on urban students’ academic achievement.
Findings suggested that arts integrated curricular had positive effects on urban
students academic achievement.

Summary of the Conclusions of variable Academic Achievement

The result of the studies on the variable academic achievement showed the
following conclusions-

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Parmane (2001) revealed significant inverse relation between psychological

barrier and achievement in algebra. Kasinath (2002) explored lower achievement in
science of rural students. Parmar (2017) explored no significant difference in
academic achievement of rural students and urban students. Gupta (2013) reported
insignificant relationship between academic achievement and emotional intelligence
of rural adolescence but this relationship is reported significant in urban adolescence.
Suneetha and Mayuri (2001) and Ng et al. (2014) observed that girls academic
performance were better than boys. Moshahid and Alam (2014) also found significant
difference between academic achievement of male and female students and Arya and
Kistwaria (2002) observed that academic performance of adolescent daughter of
nonworking mother were better while Saini (2005) observed that academic
achievement of students of working mother were better. But Kumar (2010) observed
no significant difference in academic achievement among students of working and
nonworking mothers. Niyate and Sengupta (2011) explored that for improving
academic performance, girls prefer social support techniques while boys prefer.
positive attitudes techniques.

There exists positive relationship between academic achievement and socio

economic status (Agarwal, 2002 ; Farooq et al., 2011; Chandra & Azimuddin, 2013 ;
Singh & Chaudhary, 2015), mental ability (Vyas, 2002), introversion and adjustment
(Suresh, 2003), teacher effectiveness (Akiri and Ugborugbo, 2009), academic climate
(Samad, 2013), anxiety (Singhpuar, 2013), family relationship (Hussain, 2015), study
habits (Sangtam, 2014 ; Siahi & Maiyo, 2015) home environment (Dev, 2016 ; Saikia,
2016), learning strategies (Gill & Kansal, 2016), metacognition scores (Nongtodu &
Bhutia, 2017) but there exists a negative relationship with family attachment (Goel,
2002), anxiety (Rana & Mehmood, 2010 ; Baviskar et al., 2013 ; Das et al., 2014 ;
Gill, 2016), learning styles (Khalid et al., 2013) and stress (Aafreen et al., 2018).
While Kanchana and Kaliappan (2002) found that reduction of test anxiety and
improvement of study skills enhanced academic achievement. Sharma (2002) reported
that academic achievement were different for students belonging to different parental
involvement. Verma (2011) observed that high verbal creative students perform better
in various subject especially in Maths than low verbal creative students. Kumar and
Lal (2014) revealed that the adolescents of higher family environment have higher
academic achievement than adolescents of low family environment. Lv et al. (2016)

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CHAPTER-2 REVIEW OF RELATED LITERATURE

indicated that parental engagement with school influence academic achievement of

elementary school children.

Paliwal and Rathi (2016) showed no significan8t difference between academic

performance of students belonging to engineering and management streams on the
other hand Deupa and Pathani (2018) showed that academic achievement of education
stream students is lower than students of science and management streams Moss et al.
(2018) showed that art integrated curriculum, has positive effects on urban students
academic achievement.

Studies of foregoing pages showed that there are many factors influences
academic achievement of students.

2.4.2 Studies related to the variable Academic Achievement Motivation

The review of the studies related to the variable Academic Achievement

motivation are described as follows-

Goswami (2000)49 studied achievement motivation and anxiety among the

children of working and non working mothers studying in secondary schools of
shillong. The objective of the study was to assess the levels of achievement
motivation and anxiety among boys and girls of working and nonworking mothers. A
sample of class IX students from 10 schools of shillong belonging to different socio
economic status was randomly selected. The tools employed in the study were i-
Achievement motivation scale (AMS) by Rao (1974) and ii- Achievement value and
anxiety inventory by Mehta (1969). The data was analyzed with the help of ‘t’ test.
The findings of the study were i- Children of working mothers were more
achievement oriented than the children of non working mothers. ii- Boys of working
mothers were most achievement oriented than all other groups.

Alam (2001)50 studied Academic achievement in relation to socio-economic

status, anxiety level and achievement motivation. The objectives of the study was to
study academic achievement in relation to socio economic status of the selected
sample of school going children and extent upto which academic achievement of the
children are affected by their anxiety level. Also academic achievement was studied
with respect to academic achievement motivation. The sample constituted of muslim
and non muslim children. Tools administered for data collection were i- Socio
economic status scale by Dr. Beena Shah, ii- Comprehensive anxiety test by Dr.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Harish Sharma, Dr. Rajeev Lochan Bhardwaj and Dr. Mahesh Bhargava (1992) and
iii- Achievement motivation scale by Dr. Beena Shah Statistical treatment to the data
was given by using simple product moment coefficient of correlation, t-test and
skewness through computer. The findings of the study were i- Significant positive
relationship has been witnessed between socio-economic status and academic
achievement, ii- Negative relationship exists between anxiety and academic
achievement, iii- Positive relationship between achievement motivation and academic
achievement of muslim and non muslim children iv- The academic achievement of
non-muslim children has been found superior in comparison to their muslim
counterparts. v- The achievement motivation of non muslim children has been found
superior in comparison to muslim children.

Gangte (2001)51 examined locus of control, achievement motivation and

attitude towards modernity among college and university students. The objective of
the study was to compare locus of control, achievement motivation, and modernity
attitude scores between postgraduate and undergraduate boys and girls of different
socio-economic status studying in different faculties and also find out the relationship
among these variables. A total of 805 students were selected randomly comprising
513 under graduate students and 292 post graduate students of different academic
streams. The tools employed in the study were i- achievement motivation scale
(1950) by Prabha Deo and Asha Mohan, II- Locus of control scale (1974) by
Levenson, Moernity, iii- attitude scale (1982) by Anand and Sudhir and iv- socio
economic status scale (1981) by Kuppuswamy. The data were analyzed with the help
of ‘t’ test, ‘F’ test and coefficient of correlation. The finding of the study were i- The
different levels of socio economic status groups was found differ in the level of
achievement motivation ii- The comparison of post graduate and under graduate
students did not show any significant difference in their levels of achievement
motivation iii- It was also found that some significant differences appeared on the
variable of achievement motivation with Arts student showing a significantly lower
level than both commerce and science students.

Irfan, Trama and Sharma (2003)52investigated the significant difference

between rural-urban muslim students for their adjustment, achievement motivation
and frustration. The sample consisted of 144 male muslim students (72 urban muslim
students and 72 rural muslim students). The tools used were i- adjustment inventory

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CHAPTER-2 REVIEW OF RELATED LITERATURE

(Sinha and Singh, 1971), ii- Achievement motive ( V.V. Bhargava, 1984) and iii-
NairashyaMaepa scale for frustration (Chauhan and Tiwari, 1972). The finding
showed rural muslim students were low achiever than urban muslim students in
Punjab.

Bakar et al. (2010)53 identified the relationship between the achievement

motivation, attitude and students academic performance. The research design
employed was a descriptive correlation. Data were collected by self reported
questionnaire on a sample using cluster sampling technique. Sample consisted of 1484
students (1102 females, 382-males). The result indicated a positive significant
correlation between students attitudes towards learning and achievement motivation
and between students’ attitudes and academic achievement. Result also revealed
negative and low correlation between students’ achievement motivation and their
academic achievement.

Devi (2010)54 conducted a study on career maturity, achievement motivation

and self concept of adolescents as determinants of their scholastic achievement. A
sample of 320 adolescent studying in class 11th was randomly selected from
secondary schools of Rohtak and Sonepat districts of Haryana. They were
administered, the following tools- i- career maturity inventory by Dr. Nirmala Gupta,
ii- Achievement motive test by Dr. V.P. Bhargava and iii- Self concept questionnaire
by career maturity inventory. She found that there is significant difference in
scholastic achievement of adolescents with respect to their achievement motivation.

Muola (2010)55 investigated the relationship between academic achievement

motivation and home environment among standard eight students The sample
consisted of 235 standard eight kenyan students from six urban and rural primary
schools. Tools used for data collection were simple profile and home environment
questionnaire. Result showed that parental encouragement was the only factor that
was not significantly related to academic achievement motivation.

Acharya and Joshi (2011)56 investigated the relationship between

achievement motivation and parental support. Participants were 500 adolescents in the
age group of 16 to 18 years of 11th and 12th class of Varanasi. Achievement
motivation scale by Deo Mohan and family support scale were considered for data

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CHAPTER-2 REVIEW OF RELATED LITERATURE

collection. The result showed a positive correlation between achievement motivation

and parental support.

Amrai, Motlagh, Zalani and Parhon (2011)57 explored the correlation

between academic motivation and academic achievement among students. A cross
sectional correlational study was adopted on 252 Tehran University students. Data
were analyzed through using SPSS 16 by means of pearson correlational coefficient.
Data analysis showed positive and significant correlation between achievement
motivation and academic achievement.

Bajwa and Goyal (2011)58 conducted a study on responsible environment

behavior of secondary school students in relation to their locus of control and
achievement motivation. They found significant relationship between responsible
environmental behavior and achievement motivation.

Fini and Yousefzadeh (2011)59 carried out an investigation to find out the
relation between achievement motivation, locus of control and academic achievement.
A sample of 211 high schools students was selected randomly from Bandar Abbas
(Iran). Rotter locus of control scale, achievement motivation questionnaire and
students scores for academic achievement were used for data collection. Correlation
was used to analyze the data. Result showed positive and significant relationship
between achievement motivation and academic achievement.

Reddy (2011)60 investigated the influence on the academic achievement of

[Link]. students in relation to certain psycho-sociological variables. The sample
consisted of 1200 [Link]. students in the academic year of 2008-2010 in Andhra
Pradesh. Tools used for data collection were i- academic achievement scores are
taken only from the marks from the records of the colleges, ii- self efficacy scale
developed by Copeland and Nelson (2004), iii- emotional intelligence scale
developed by Bar on 1997, iv- achievement motivation scale developed by Pratibha
Deo and Asha Mohan (1985) and v- socio demographic variables- SDV. Personal
data sheet has developed by the investigator to measure. The study revealed that
achievement motivation and other variables such as management, gender have
significant influence on the academic achievement of [Link]. students.

Shekhar and Devi (2012)61 conducted a study to find out the achievement
motivation of male and female undergraduate student studying in arts and science

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CHAPTER-2 REVIEW OF RELATED LITERATURE

streams. The participant in the study was 80 students (40 males and 40 females). Their
age range from 18 to 22 years. Out of these 80 undergraduate students there were 40
arts stream students and 40 science stream students of two colleges from Jammu
region by using purposive sampling technique. Achievement motivation of
adolescents was assessed by administering achievement motivation (n-Ach) scale
developed by Deo Mohan (1985). For computation of data t-test was used. It indicated
significant difference between male and female students achievement motivation
Females had significantly higher achievement motivation than males. It also indicated
significant difference between arts stream student and science stream students.
Science stream students had significantly higher achievement motivation than art
stream students.

Singh, Singh and Singh (2012)62 aimed to compare motivation level between
the students of open education system (OES) and the traditional education system
(TES). A sample of 351 undergraduate students (200 TES, 151 OES) in which 200
students from art stream and 151 students from science stream studying in various
colleges of Allahabad University and Rajarshi Tandon open university in Prayagraj
during session 2008-2009 was participated in this research. An Academic motivation
scale (AMS) was used for collection of data. ‘t’ test indicated that there exist
significant difference in the level of motivation between the students of TES and
OES. Result also revealed that TES students are more motivated than OES students.

Marboh (2013)63 has made an attempt to determine the effect of achievement

motivation on academic achievement of secondary school students. Respondents of
the study were 151 class IX students (70 Boys and 81 Girls) from Nongstion town of
west Khasi hills district, Meghalaya. Instruments used for data collection were- i-
DMAMS (Achievement Motivation) developed by Prof. Pratibha Deo (Pune) and Dr.
Asha Mohan (Chandigarh) and ii- Total marks obtained by the students was taken as
the score of achievement of the students. The responses were scored and treat with
mean, S.D., t-test and correlation. Result in general indicates insignificant correlation
between achievement motivation and academic achievement.

Roy, Sinha and Suman (2013)64 examined the relationship between

emotional intelligence and academic achievement motivation. It also examined the
emotional intelligence of students with high, average and low academic achievement
motivation. Sample of the study comprised of 105 students (48 boys and 57 girls)

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CHAPTER-2 REVIEW OF RELATED LITERATURE

studying in class XII of Patna city. Sample selected by employing simple random
sampling technique. The tools employed in the study were i- Academic achievement
motivation test by Dr. T.T. Sharma and ii- Emotional Intelligence Inventory by Dr.
S.K. Mangal and Mrs. Shubra Mangal. Results of product moment coefficients of
correlation revealed positive relationship between emotional intelligence and
academic achievement motivation. The study also revealed that students with high,
average and low academic achievement motivation differ from one another on
emotional intelligence.

Soni (2013)65 investigated the relationship between academic achievement

motivation and home environment among standard 10th students. 155 data was
collected from standard 10th primary school students. Tools used for data collection
were i- academic achievement motivation test by [Link] and ii- home
environment inventory. Result revealed positive relation between five factors of the
home environment and academic achievement motivation.

Emmanuel, Adom, Josephine and Solomon (2014)66 carried out an

investigation to find out the relationship among achievement motivation, academic
self concept and academic achievement of high school students. The study was
conducted on 120 students of high school. The tools used for collecting data were- i-
Inventory of school motivation (ISM) developed by Mclnerney and Sinclair (1991)
and ii- The self concept scale by Cambra and Silvester (2003). The data were
analyzed with the help of percentage and Pearson product moment correlation co-
efficient. Result revealed positive but not significant relationship between
achievement motivation and academic achievement.

Rathee (2014)67 aimed to compare the academic achievement motivation of

secondary school students of working and non working mothers. The sample
consisted of 200 students (100 from urban areas and 100 from rural areas). Tools used
for data collection was academic achievement motivation constructed by T.R.
Sharma. The study revealed there was significant differences between the adolescent
students of working and non working mothers on the measure of academic
achievement motivation.

Tabassum (2014)68 studied A study of relationship of academic stress on

achievement motivation and study habits among higher secondary students. Sample

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CHAPTER-2 REVIEW OF RELATED LITERATURE

consisted of 400 students (200 U.P. Board and 200 CBSE). Tools used for data
collection were i- academic stress scale by Akbar Husain, and Tabassum Rashid, ii-
Deo Mohan achievement motivation (n-Ach) scale by Pratibha Deo and Asha Mohan
and iii- study habit inventory by Dr. [Link], The study showed negative relationship
between academic stress and achievement motivation of higher secondary students.

Yazdani and Godbole (2014)69undertaken a research to study the role of

habits and achievement motivation in students academic performance The sample
consisted of 400 students of the age range of 12 to 14 years studying in class 7 th and
8th. Study habit inventory by M.N. Palsane (1989) and achievement motivation scale
by Deo Mohan (1992) were employed in this study. The statistical techniques used for
analysis of data were the mean score, S.D., Pearson’s correlation and regression.
Study showed positive relationship of achievement motivation and study habits to
academic performance.

Doshi (2015)70 investigated the role of personality, self esteem and academic
achievement motivation in children relation to their social economic status and birth
order. A sample of 480 (240 Boys and 240 Girls) students were randomly selected.
The age ranged from 8 to 12 years. They were administered the following tools- i-
children personality questionnaire (CPQ) by Porter and cattle, 1968. In this study
Gujrati adaptation of CPQ made by jogsanwas used, ii- Self esteem scale made by
A.M. Egly (1973) and iii- AAM scale developed by Dr. T.R. Sharma (1984) . Here
Gujrati adaptation was used made by Y.A. Jogsan. ANOVA, LSD, Correlation were
used for testing the hypothesis, Finding of the study indicated positive correlation
between self esteem and academic achievement motivation.

Patel (2015)71 made a study on educational achievement of higher secondary

school students in relation to their intelligence and achievement motivation. 2366
students (1216 Boys and 1150 Girls) reading in the 11th class of central region of
Gujrat were selected for sampling. Tools employed in this study were- i- Self
prepared standardize educational achievement test, ii- standardize verbal non verbal
intelligence test prepared by Dr. K. G. Desai, and iii- Achievement motivation test
prepared and standardize by Sangeeta and vaghela. The statistical techniques used for
analysis of data were mean, S.D., t-value, correlation etc. Findings of the study were
i- students having high IQ were found to have higher in educational achievement than
students having low IQ and ii- students having high achievement motivation were

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CHAPTER-2 REVIEW OF RELATED LITERATURE

found to have higher in educational achievement than students having low

achievement motivation.

Suresh (2015)72 examined effect of study habits and achievement motivation

on academic achievement of 842 high school students of Thanjavar district,
Tamilnadu, India. Statistical technique used in this study was Regression analysis.
The result revealed that study habits and achievement motivation significantly
influences the academic achievement.

Chakraborty (2017)73 studied family relation structure, stress and

achievement motivation of higher secondary students. 600 male and female English
medium students of arts, science and commerce streams from various higher
secondary schools of Kolkata were participated in the study. An information schedule,
family relation structure scale, achievement motivation scale and students stress scale
constructed by the researcher were used for collection of data. The data so collected
were analyzed with the help of mean, S.D., percentage. The findings were- i- There
was no significant difference between achievement motivation and family structure,
ii- There was significant difference between achievement motivation and presence or
absence of siblings. iii- There was no significant difference in achievement
motivation of boys and girls of science and Humanities streams and Humanities and
commerce streams but these difference occurred in boys and girls of science and
commerce streams. iv- Family environment and self stress were significantly
correlated with achievement motivation.

Kaur (2017)74 conducted a study to find out the relationship in academic

achievement as well as achievement motivation and study habits. The study was
conducted on a sample of 200 students from four government senior secondary
schools of Ludhiana city. The tools used were Deo Mohan achievement motivation
scale (2002), Study habits inventory (2002) revised version by Mukhopadhya &
Sansanwal and marks of 10th class board examination were taken as academic
achievement. Result indicated significant relationship of academic achievement of
adolescents with their achievement motivation and study habits.

Brar (2018)75 made a study on achievement motivation of adolescents in

relation to their anxiety level. The method of stratified random sampling was used in
selecting the sample. The sample consisting of 200 adolescents male and female of

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CHAPTER-2 REVIEW OF RELATED LITERATURE

which male and female of the age group of 16-17 years studying in Ludhiana district
of Punjab. The tools used for collecting data were i- Academic achievement
motivation test by T.R .Sharma (1971), and ii- Academic anxiety scale developed by
A.K. Singh and A. Sengupta (1984) Data were analyzed with the help of mean, S.D.,
t-test and correlation. She found that significant difference exists between academic
achievement motivation and anxiety level with respect to gender but no significant
difference exists in relation to local variation Also other result indicted significant
negative relationship between academic achievement motivation and anxiety level of
adolescents.

Paulson and Starlet (2018)76 have made an attempt to compare study habits
and achievement motivation between arts and science students. Descriptive research
design was used in the study. Sample of the study comprised of 90 students (45 arts
stream and 45 science stream) selected randomly from higher secondary schools of
Thrissur district. Student’s age range was 15 to 8 years. Study habits inventory
developed by M. Mukhopadhyay and D.N. Sansanwal (2005) and Achievement
motivation scale developed by V.P. Bhargava (1994) were employed for collection of
data. Students ‘t’ test and Pearson’s correlation coefficient were used for analysis of
data. The result indicated that study habits shows significant relationship with
achievement motivation.

Mahato and Barman (2019)77 revealed positive correlation between

academic achievement motivation and academic performance of SC and ST
community students.

Rani and Reddy (2019)78 conducted a study to know the gender related
differences and differences on academic motivation among adolescent students. A
sample of 80 adolescent undergraduate students (40 males and 40 females) was
selected from Hyderabad district by using purposive sampling method. Participant’s
age range was 13 to 20 years. Achievement motivation was measured by a scale
developed by Norton (2006). Frequencies, percentages, mean, S.D. and independent
‘t’ test were used to analyze the data. Result showed significant difference between
achievement motivation of science and arts stream students. Result also showed
significant difference in achievement motivation among male and female college
students.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Summary of the Conclusions of variable Academic Achievement Motivation

The results of the studies on the variable academic achievement motivation

showed the following conclusions-

Goswami (2000) observed that children of working mothers were more

achievement oriented than the children of non working mothers. Rathee (2014) also
observed significant difference in academic achievement motivation of students of
working and non working mothers. Alam (2001) reported positive relationship
between achievement motivation and academic achievement of muslim and non
muslim children. Irfan et al. (2003) reported that rural muslim students were low
achiever than urban muslim students. Gangte (2001) concluded that different levels of
socio economic status groups was differ in the level of achievement motivation.

Studies reported significant difference between achievement motivation and

academic achievement (Bakar et al., 2010 ; Devi, 2010 ; Marboh, 2013) but most of
the researchers reported positive correlation between achievement motivation and
academic achievement (Amrai et al., 2011 ; Fini & Yousefzadeh, 2011 ; Reddy 2011 ;
Emmanuel et al., 2014; Yazdani & Godbole, 2014 ; Patel, 2015 ; Suresh 2015 ; Kaur,
2017; Mahato & Barman, 2019).

Soni (2013) explored positive relationship between home environment and

academic achievement motivation. Acharya and Joshi (2011) found positive
correlation between achievement motivation and parental support. Bajwa and Goyal
(2011) explored significant relationship between responsible environment behaviour
and achievement motivation. Shekhar and Devi (2012) as well as Rani and Reddy
(2019) found significant difference in achievement motivation of males and females
students. Some students showed positive relationship of academic achievement
motivation with emotional intelligence (Roy et al. 2013), self esteem (Doshi, 2015),
and study habits (Paulson & Starlet, 2018). On the other hand some studies showed
negative relationship of academic achievement motivation with academic stress
(Tabassum, 2014), anxiety level (Brar, 2018). Chakraborty (2017) indicated
significant correlation of achievement motivation with family environment and self
stress.

Most of the studies showed that academic achievement motivation positively

influences academic achievement.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

2.4.3 Studies related to the variable Study Habits

The review of the studies related to the variable Study Habits are described as
follows-

Umrao (2003)79 conducted a study of the relationship of parental treatment,

study habits and nutritional status with academic achievement of high school students.
The sample consisted of 400 students. Study habits inventory by M.N. Palsane and S.
Sharma (1989) and Parenting scale by R.L. Bhardwaj and Harish Sharma (1997) were
considered for data collection. The result found that students with good study habits
were high achiever than the students with poor study habits.

Jaiswal (2006)80 conducted a study of scientific creativity related to scientific

attitude, study habits and achievement in science. A sample of 683 students studying
in Class XIth of physics streams was selected. Scientific creativity test by Singh
(1985), scientific attitude scale by Singh (1988), study habits in Physics (SHP)
developed by Self and Physics achievement test (PAT) developed by Self were
considered for data collection. The result revealed that study habits in Physics was not
found related to the scientific creativity.

Bahrami, Rajaeepour, Rizi, Zahmatkesh and Nematolahi (2011)81analyzed

the relationship between students study habits, happiness and depression. The study
adopted descriptive and correlation survey design. Participants in the study were 100
[Link]. and Ph.D. second semester students from Isfahan University of medical
science, Iran. Tools used for data collection were - i Beck Depression Inventory (BDI)
1987, ii Oxford Happiness Inventory (1987) and iii Researcher made questionnaire to
determine the amount of students study. Finding of the study suggested to encourage
students to study to enjoy better mental health and achieve healthy and developed
society.

Bajwa, Gujjar, Shaheen and Ramzan (2011)82 compared study habits of the
students from formal and non formal systems of education. Sample consisted of 1000
students (500 students from Islamic University and 500 students from AllamaIqbal
Open University) of Bahawalpur. A forty item questionnaire on five stage scale was
administered to the students. Data was analyzed by using SPSS XII. Students from
non formal system of education are significantly better than the students of formal

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system on general studying strategies, general setting, motivation and text book
reading.

Dhar (2011)83 investigated the relationship of achievement in science with

study habits among secondary school students. A sample of 300 secondary school
students was selected from 20 schools of Trivandrum. The result revealed significant
correlation between achievement in science and study habits of secondary school
students.

Gakhar and Bains (2011)84 have made an attempt to study the self concept
and study habits of students of arts and science streams. A sample of 509 male and
female students of class 10+1 was selected from both government and private senior
secondary schools of Chandigarh. Out of these 509 students there were 303 art stream
students and 206 science stream students. Random sampling technique is used for
selected these sample. Self concept questionnaire developed by Saraswat (1992) and
study habit inventory by Mukhopadhyaya and Sansanwal (2000) were used for data
collection. Statistical techniques used were mean, S.D. and 't' ratio. The result
indicated insignificant difference in study habits of students of science and art
streams.

Ahmad and Goswami (2013)85 conducted a comparative study of home

reading habits of higher secondary students belonging to arts and science stream. A
total of 100 students of higher secondary level from 10 schools of Mathura were
selected for the study. They found that text books and magazines reading habit at
home was similar in both streams while science stream students had better habits of
fiction, non fiction material, newspaper and on Internet reading.

Dayal (2013)86 examined the study habits of science and humanities stream
graduates. Respondents of the study were 120 graduates (60 males, 60 females) in
which 60 students from each stream. Study habits inventory constructed by B.V. Patel
was used for collection of data. Mean, S.D. and 't' test were used for analysis of data.
Result revealed that science and humanities graduates have significant difference with
their study habits.

Lajwanti and Sharma (2013)87 conducted a study to investigate the effect of

internet use on study habits and adjustment of higher secondary students. A sample of
480 students (240 B, 240 G) studying in various secondary schools in Agra were used

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by using purposive sampling method. SHICS (Study habits Inventory for College
students) developed by the researcher and Adjustment Inventory for college students
by A.K.P. Sinha and R.P. Singh were used for collection of data. Descriptive and
inferential modes of treatments were used for analysis and interpretation of the data.
CR-test was used for testing the significance of Hypotheses. The result revealed
significant difference between the mean of study habits and adjustment scores of
internet users and non-users.

Mendezabel (2013)88 aimed to investigate the relationship of students study

habits and attitudes and their performance in licensure examinations. The study habits
and attitudes of the participants were assessed by administering the inventory survey
of study habits and attitudes developed by Brown and Holtzman (1967). Result of the
study showed that the participants do not have favourable study habits and attitudes. It
was further revealed that their performance in licensure examinations were quite low.
Significant relationship between study habits and performance in licensure
examinations was shown in this study. It also revealed that study habits of the
participants were correlated with their success in licensure examination.

Rani (2013)89 examined relationship between home environment and study

habits of senior secondary students. 100 secondary school science students studying in
Sonipat district in Haryana were selected by using sampling technique. Study habit
scale developed by Dr. M.N. Palsane (Pune) and Amradha Sharma (Agra, 1971) and
home environment scale developed by Dr. Karuna Shanker Mishra (1985) were used
as a tools of study. Mean, S.D., 't' test and correlation were used to test significance of
the results. Study indicated that there exists positive relationship between home
environment components of rejection and study habits of boys. However the
relationship between other components of home environment and study habits among
boys is significantly negative.

Cakiroglu (2014)90 in his study examined the relationship among learning

style, study habits, and learning performances in an online programming language
course. The sample consisted of 62 students who enrolled in an online introductory
programming course. The tools used for data collection were -i- Kolb's Learning Style
Inventory (LSI) to measure students learning style, ii- An achievement test was used
to put forward their learning performances. The finding revealed significant
relationship between study habits and learning performances. The result showed some

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ideas about distance learner's learning style and study habits for instructors who wish
to incorporate synchronous courses and support learners.

Gbore (2014)91 has made an attempt to correlates entry qualifications, study

habit and self concept with academic achievement. A sample of 750 undergraduate
students (375 males and 375 females) was selected through stratified sampling
technique from conventional universities of south west Nigeria. An inventory tagged
“Entry Qualifications Proforma (EQP) and Questionnaire tagged “self concept
inventory and study habits inventory” were used for data collection multiple
regression analysis was administered to analyze the data using SPSS package. Result
showed negative contribution of study habits and self concept to the academic
performance of the university undergraduates.

Gudaganavar and Halayannavar (2014)92 studied influence of study habits

on academic performance of higher primary school students. The study was
conducted on 250 students from Belgavi district of Karnataka. Tools used for
collecting data was study habits inventory by Patel (1976). The data were analyzed
with the help of chi square and t- statistics. The major findings of the study were i- It
was found that there was no association between boys and girls on study habits. ii-
There was significant association between study habits and academic achievement of
girls and iii. There was no significant difference between study habits and academic
achievement of boys.

Khan (2014)93conducted a study to known the differences in study habits of

students in relation to area and sex. A total of 100 (50 boys and 50 girls) students of
class 11th from government higher secondary school, Udhampur was participated in
the research. Study habits inventory developed by S. Khan (2012) was used for data
collection. Statistical techniques used were mean, S.D. and ‘t’ ratio. The study
indicated that urban students obtained better study habits than rural students and in
reference to examination result, girls students were leading over boys students in both
urban and rural areas.

Lawrence (2014)94investigated relationship between study habits and test

anxiety of higher secondary students, The study adopted the normative study survey
method, participants in the study were 300 higher secondary students from 10 higher
secondary schools of Tirunelveli district, Tamilnadu. Study habits Scale by Santhy

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K.R. (2010) and test anxiety scale by Sharma, V.P. (1997) were used for date
collection. Percentile, S.D., ‘t’-test and Pearson product moment correlation were
used for analysis of data. Finding showed no significant relationship between study
habits and test anxiety of higher secondary students.

Lawrence (2014)95 investigated the relationship between study habits and

academic achievement of higher secondary school students. Sample consisted of 300
students from 13 higher secondary schools. Tools used for data collection were i-
Study habits inventory by V.G. Anantha (2004) and ii- Quarterly achievement test
questions. The finding showed that there was no significant difference between study
habits and academic achievement of higher secondary school students.

Mashayekhi et al. (2014)96conducted a descriptive correlation study in the

college of Humanities and Agriculture to examined the relationship between study
habits and academic achievement. A total of 220 undergraduate students of Islamic
Azad University, Jiroft branch was selected randomly. Tools used for data collection
were i- Demographic information on checklist and ii- Study habits questionnaire
(PSSHI). Data collected and analyzed by statistical software SPSS v.21, ‘t’ test and
Pearson correlation. The result showed significant positive correlation between study
habits and academic achievement.

Nadeem, Puja and Bhat (2014)97conducted a comparative study of study

habits and academic achievement of Kashmiri and Ladakhi adolescent girls. A sample
of 400 girls (200 Kashmiri, 200 Ladakhi) selected randomly from Jammu and
Kashmir. Tools used for data collection were i- Palsane and Sharma’s study habits
inventory (PSSHI) and ii-Aggregate percentage obtained by the sample in their 10 th
and 11th class final examination. Percentage, S.D., Mean, t-value were used to analyze
the data. Result showed significant difference between study habits and academic
achievement of Kashmiri and Ladahki adolescent girls.

Afsana (2014)98 investigated the personality traits, study habits and

educational aspirations of secondary school students in relation to their academic
achievement. Sample consisted of 486 students (257 male and 229 female) of class
IXth. Tools used for data collection were i- Eysenck’smaudsley personality inventory
by S.S. Jalota and [Link] (1975), ii- Test of study habits and attitudes by Dr.
C.P. Mathur (2002), iii- Educational aspiration scale Form P by Dr. V.P. Sharma and

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Dr. Anuradha Gupta (1996) and iv- Examination results of the students from
respective schools were collected for academic achievement of the students.
Statistical techniques used were- mean, S.D., t-test. correlation and multiple
regression. The result revealed that study habits significantly predicted academic
achievement of secondary school students.

Charles-Ogan (2015)99 conducted a study to know the influence of gender on

the study habits of students of mathematics. The study was conducted on a sample of
220 senior secondary school students of port Harcourt local government area of river
state of Nigeria. The expost facto descriptive survey method was used, The data was
collected with the help of students study habits assessment scale (SSHAS). Result
showed significant positive relationship between study habits and their performance
in mathematics. Result also showed no significant difference between the effect of
study habits on boys and girls on their performance in mathematics.

Illahi and Khandai (2015)100 conducted a study to investigate the academic

achievement and study habits of male and female college students. The descriptive
survey method was used for the investigation. The method of random sampling was
used in selecting the sample. The sample consisting of 410 college students of which
193 were males and 217 were females of the age group of 19-21 years studying in
different urban and rural areas of district pulwama (J & K). Tools employed in this
study were i- Palsane and Sharma study habits inventory (PSSHI) and ii- aggregate
marks percentage obtained by the sample subjects in their first and second years
examinations were collected from the official records of the colleges. Result of the
study showed that the female College students have high academic achievement than
male college students. Result also showed that study habits of college female students
were slightly higher than male students.

Shinde (2015)101compared study habits, self concept and academic

achievement among high school students. The sample of study consisted of 300 boys
and 300 girls belonging to schools of urban and rural areas from Beed district of
Marathawada region. The age ranged from 13 to 16 years. The sample was drawn by
simple random sampling procedure. They were administered the following tools: i-
Demographic characteristic sheet developed by researcher, ii-Test of study habits and
attitudes developed by C.P. Mathur, iii- Self Concept questionnaire developed by
R.K. Saraswat and iv- Academic achievement- obtained scores in final examination in

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previous standard year. The findings of the study were i- There was significant
difference in academic achievement of male and female students in relation to their
inhabitance difference, ii- Students of rural area had excellent in their study habits, iii-
Female students had significantly good study habits than male students.

Tahamtani, Zadeh, Hosseini and Arabshahi (2015)102carried out an

investigation to find out the correlation of study habits with academic achievement
among students participating in the fifth national medical science olympiad. The study
adopted a descriptive cross sectional study and participants in the study were 278
students who attend the medical science Olympiad at kerman University of Medical
Science in 2013. Study Habits Inventory (PSSHI) developed by Palsane and Sharma
was used to collect data. Statistical techniques used were ‘t’ test ANOVA and
Pearsons’ correlation coefficient. The result showed significant correlation between
academic achievement and study habits.

Siddiqui and Khan (2016)103 carried the study to find out achievement in
Physics, study habits and self concept of senior secondary students. A total of 204
students (100 Boys, 104 Girls) from five senior secondary schools of Aligarh
participated in this research. Study habit inventory developed by B.V. Patel, self
concept questionnaire developed by Dr. Raj Kumar Saraswat and student marks in
physics were used for collection of data. Statistical techniques used were correlation,
ANOVA and ‘t’ test. The result showed positive correlation between physics
achievement and study habits.

Sreelekha et al. (2016)104 investigated the relationship between study habits

and academic performance among the first year MBBS students. The study adopted
descriptive normative survey method, participants in the study were 80 first year
MBBS students of both the sex of medical college situated in a southern state of India.
Palsane and Sharma study habits inventory was administered on the sample to assess
their study habits and academic performance of the students was assessed with the
marks they have obtained in the portion completion test on hematology. ‘t’ test was
employed to analyze the data and result indicated that students with fair study habits
scores significantly more than those having poor study habits in the portion
completion test.

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Kumar (2017)105 compared study habits between science and arts students of
secondary schools. For this, a sample of 100 students of senior secondary class was
randomly selected from Fatehabad district in Haryana. Study habit inventory prepared
by M.N. Palsane and Sadhna Sharma (1999) was used for data collection. for data
analysis mean, S.D. and ‘t’ test were used. Result showed significant difference
between study habits of science and arts students.

Eremie and ED. (2017)106 investigated study habits of senior secondary

school students and their academic performance in Rivers state. The descriptive
survey research method was used for the investigation. The method of simple random
sampling was used in selecting the sample. A total of 150 students including both
male and female from four co-ed schools in Port HarCourt, Urban areas were
participated in the study. The General Study Habits Scale (GSHS) was used for
collection of data . The data were analyzed with the help of mean, S.D. and t-test.
Study revealed significant differences on the responses of male and female students
regarding student time management, motivational level, interest level, class
attendance and not taking behavior.

Rabia, Mubarek, Tallet and Nasir (2017)107 conducted a study on study

habits and academic performance of students. The method of stratified random
sampling was used in selecting the sample. The sample consisted of 270 students
studying in two government colleges. The Statistical technique used for analysis of
data was the chi square test. Result showed significant relationship between study
habits and academic performance of the students

Sadhukhan and Ghosh (2017)108 conducted a study to find out the influence
of stream of study on educational adjustment and study involvement of higher
secondary student. Sample of the study consists of random sample comprising 600
higher secondary students stratified across gender (boys and girls) and educational
stream (Arts, Science and Commerce) were selected from Kolkata and their age range
from 16 to 19 years. Socio-economic status scale, adjustment inventory for school
students and study involvement inventory were used for data collection. Analyzed the
data by using mean, S.D., one way ANOVA to draw conclusions. The study
indicated that there exist a significant influence of streams of study on academic
adjustment and study involvement of higher secondary students.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Bentill, Donkoh and Ghanney (2018)109 conducted a study to find out the
effect of study habits on the academic performance among junior high school
students. In the study multistage sampling techniques, at the first stage proportionate
sampling technique and then convenience sampling techniques were used to select
380 public junior high school students from Ekumfi district of Ghana. Tools
employed in the study were structured questionnaire, semi structured interview and
checklist. The data so collected were analysed with the help of mean, S.D., one- way
ANOVA, t-test and multi regression. The study habits were found to contribute
significantly in student’s academic performance.

Jena (2018)110 conducted a study to describe the study habit of university

foreign students in relation to gender and streams of education. A total of 200 foreign
students (Bhutan, Tanzania Zambia, Afghanistan and Mongolia) from Lovely
professional university, enrolled in different streams, both male and female were
participated in this research by using random sampling technique. Study habit
inventory by M. Mukhopadhyay was used for collection of data. ‘t’ test indicated that
there was significant difference in study habit of university foreign male and female
students studying in humanities, science, commerce and management streams.

Lalrintluangi (2018)111 conducted a study to investigate study habits and

academic achievement of undergraduate students. The participants in the study was
230 undergraduate (110 male and 120 female) IV semester students in four different
colleges of Aizawl city in the academic year 2015-2018. Palsane and Sharma’s study
habits inventory (PSSHI) was used to measure the study habits of the participants.
Frequency, percentage, mean, S.D. and ‘t’ value were used to describe results. Results
of the study indicated that study habits has significant impact and correlates with
academic achievement. Undergraduate students have unsatisfactory study habits, both
male and female from urban and rural shows the similar pattern of study habits.

Silverrajoo and Hassan (2018)112 conducted a study to find out the

relationship between study habits and academic achievement among health science
students. A sample of 150 health science students (125 females and 25 males) of
Master skill university college of health science, cheras campus was participated in
this research. For the analysis of data Pearson correlation was used. It was found that
no significant relationship between UON (underline summary and not taking) and
Reading of study habits towards academic achievement however relationship between

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MOS (method of study) of study habits showed significant relationship to academic

achievement.

Magulod (2019)113 investigated learning styles preferences, study habits and

level of academic achievement of students studying applied science course. The study
employed descriptive correlation research design. A total of 75 respondents from
public higher education institution in Philippines by using purposive sampling
technique. Result indicated significant relationship between learning styles, study
habits and academic performance of students in applied science courses.

Summary of the Conclusions of variable Study Habits

The results of the studies on the variable study habits showed the following
conclusions-

Umrao (2003) found that students with good study habits were high achiever
than the students with the poor study habits. Jaiswal (2006) explored that study habits
in physics was not found related to the scientific creativity. Bajwa et al. (2011)
observed that study habits of students of non-formal system of education were
significant better than the students of formal system of education. Lajwanti and
Sharma (2013) observed significant difference between study habits and adjustment
of Internet users and non users. Bahrami et al. (2014) suggested students to study for
better mental health and healthy developed society. Gakhar and Bains (2011) revealed
insignificant difference in study habits of students of science and arts stream. On the
other hand revealed significant difference in study habits of students of science and
humanities streams (Dayal, 2013; Kumar, 2017).

Gbore (2014) reported negative relationship between study habits and

academic achievement. In contrast reported significant positive relationship between
study habits and academic achievement (Mendezabel, 2013 ; Mashayekhi et al., 2014
; Afsana, 2014 ; Tahamtani et al., 2015 ; Rabia et al., 2017 ; Bentill et al. 2018 ;
Lalrintluangi, 2018).

Khan (2014), Illahi and Khandai (2015), and Shinde (2015) found that study
habits of girls were better than boys. While Gudaganavar and Halayannavar (2014)
found significant difference in study habits of boys and girls. Lawrence (2014)
explored no significant relationship between study habits and test anxiety of higher
secondary students. Study habits reported positive relationship with academic

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achievement in individual subjects like science (Dhar, 2011), mathematics (Charles-

Ogan, 2015), physics (Khan & Siddiqui, 2016), applied science (Magulod, 2019).

Most of the studies showed that study habits positively influences academic
achievement.

2.4.4 Studies related to different Types of Schools or different Examination

Boards

The review of the studies related to different Types of schools or different

Examination Boards are described as follows-

Asthana (2002)114 conducted a study to compare personality, creativity, self

concept, academic achievement motivation and values of adolescents studying in
different type of educational institutions. – central, state, private unaided, Hindu
missionary, public and convent school. A total of 400 adolscents both males &
females and their age, range was 14 to 16 years. Tools used for data collection
were- i- The HSPQ Kapoor and Rao, ii- creativity test by Dr. N.S. Chauhan, iii- Self
concept developed by M.S. Prasad and G.P. Thakur, iv- academic achievement
motivation test by T.R. Sharma and v- values by Dr R. K. Ojha. Data analyze by
using mean, S.D. and F ratio. Result revealed significant difference in academic
achievement motivation students of private unaided schools, Hindu missionary
schools and public schools with convent schools but no significant difference between
students of private unaided schools and Hindu missionary schools as well as private
unaided schools and public schools.

Bajpai (2005)115 studied A study of internal external control of reinforcement

and study habits as related to academic achievement among adolescents. Sample
comprised of 400 students of IXth class belonging to both sex studying in aided and
unaided schools in Kanpur. Tools used for data collection were- i- internal external
control of reinforcement I-E (locus of control) scale by Nowcki-Strikland, 1972, ii-
Self prepared study habit scale, iii- academic performance based upon marks at
annual examinations and rating by teacher. Statistical technique used for analysis was
linear regression analysis. Result revealed significant in regard to type of school and
sex. Result also revealed that unaided school students were more oriented than aided
school and develop their goal oriented leading for better academic performance.

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Sahu (2009)116 compared creativity, achievement motivation and academic

performance of government aided and private school students at secondary level. A
sample of 300 students studying in class X was selected from govt., aided and private
schools of rural and urban areas of Meerut and Ghaziabad district. The data were
collected with the help of Achievement motivation test by Dr. D. Gopal Rao and
Torrance test of creative thinking (TTCT). The statistical techniques used for analysis
of data were the mean, S.D., t-test and ANOVA. Significant difference was found
among academic performance of government, aided and private school students at
secondary level. Achievement motivation of private school students was higher than
government and aided schools students.

Chamundeswari (2013)117 investigated emotional intelligence and academic

achievement of students at the higher secondary level. The random sampling
technique was used in selecting the sample. The sample consisted of 321 higher
secondary students from different education system (state-106, matriculation-110,
central board-105). The emotional intelligence scale (Hydes and others 2002) was
used in the study and half yearly marks in science were used as measure of academic
achievement. The data so collected were analyzed with the help of mean, S.D., t-test,
F-ratio and Karl pearson product moment correlation coefficient. The study reported a
positive and significant correlation between emotional intelligence and academic
achievement among the students. Study also reported that students of central board
school performed better in academics than students of state and matriculation board
schools.

Chand (2013)118 conducted an investigation to know the relation on study

habits with type of school and type of family. Respondents of the study were 200
class 12th students studying in government and private schools as well as nuclear and
joint family. Instrument used for data collection was study habit inventory (Hindi
version) constructed by Dr. B.V. Patel (1975). The t-test revealed no significant
difference between government and private secondary school students on reading, not
taking, concentration, school environment component of study habits and total study
habits.

Chauhan (2013)119 conducted a study to describe correlation of creativity,

level of aspiration and achievement motivation with academic achievement. A sample
of 600 students with equal proportion of gender (300 Boys, 300 Girls), streams (200

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Arts, 200 Science, 200 Commerce) and type of schools (300 public schools, 300
private schools) from different schools of Shimla was participated in this research by
using random sampling technique. Standard Progressive Matrices (SPM) by Raven
(1960), Verbal test of creative thinking by Mehdi (1973). Level of aspiration scale by
Sahi and Bhargava (1987) and Hindi version of Achievement Motivation Scale by
Ray-Lynn (1969) were used for data collection. Statistical techniques used were
correlation, regression analysis and ANOVA from the analysis of the data. Study
revealed that there exists positive and significant relationship between achievement
motivation and academic achievement, significant difference on achievement
motivation between public and private schools, Science stream students significantly
higher on academic achievement and achievement motivation than the commerce and
arts streams students, Boys significantly higher on achievement motivation while
Girls significantly higher on academic achievement.

Kharshiling (2013)120 examined relation between academic anxiety and

academic achievement. A total of 242 english medium secondary school students
selected from 14 different type of management schools (10 government aided schools,
4 government unaided school) studying in class IX of East Khasi hills district,
Mawphlang block area by using stratified random sampling technique . Academic
anxiety scale by A.K. Singh and A. Sen Gupta and marks obtained in six school
subjects namely mathematics, english, health education, Khasi, social science and
science scored by the students of class IX in the examination were used for data
collection. Percentage, mean, S.D., ‘t’ test, Pearon ‘r’ correlation were used for
analysis of data. Data analysis by SPSS. Result showed there exists no significant
difference between academic anxiety and academic achievement.

Begum (2014)121 analyzed the influence of achievement motivation, home

environment and study habits on academic achievement of secondary school students.
For the purpose of study 400 students of class IX (200 boys and 200 girls) from
different government and private schools of Hydrabad was selected comprising 200
english medium and 200 telegu medium. Tools used for data collection were- i- Deo
Mohan achievement motivation (n-Ach) scale by PratibhaDeo and Asha Mohan
(1985), ii- home environment inventory developed by Dr. Karuna Shankar Mishra
(1989) and iii- Study habits inventory developed by palsane and Sharma (1989).
Statistical technique used were t-test, ANOVA, x2 and correlation. The result revealed

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significant positive relation between study habits and academic achievement. Result
also revealed that management of school is the main factor that influence academic
achievement.

Halder (2014)122 examined the impact of achievement motivation, test anxiety

and mental health on the academic achievement of the students at the secondary level
under two different boards. A total of 480 students comprising 240 boys ad 240 girls
reading in class X of 12 schools (6 schools affiliated to the WBBSE and rest 6
schools from CISCE board) of three district namely Malda, North Dinajpur and
Jalpaiguri of West Bengal were selected for sampling. The tools employed in the
study were- i- academic achievement test prepared and standardized by the
investigator, ii- multi dimensional scale of test anxiety prepared and standardized by
the investigator. iii- achievement motivation scale developed and standardized by
Pratibha Deo and Asha Mohan (2002) and iv- RCEB mental health battery prepared
and standardized by S.P. Anand (1996). Result indicated significant difference in
terms of the gender and the board of secondary education. The result also concluded
that there is significant effect and relation between achievement motivation and
academic achievement of secondary school students.

Kumar and Yadav (2015)123have made an attempt to compare academic

achievement motivation of senior secondary students. The study was conducted on
100 students (50 boys and 50 girls) drawn randomly from government schools and
private schools. Academic achievement motivation test (AAMT) constructed by T.R.
Sharma was used in the study. The hypothesis was tested by using mean, S.D. and t-
test. Result revealed that private school students had more academic achievement
motivation than government school students and Girls had more academic
achievement motivation than boys.

Kumari and Chamundeswari (2015)124 investigated the relationship between

achievement motivation, study habits and academic achievement at the secondary
level. Survey method was used for data collection. The sample consisted of 457
students at the secondary level. The tools used for data collection were i-
achievement motivation scale (Beena, 1986) and ii- study habits inventory (Gopal
Rao, 1974). Result showed significant correlation between achievement motivation,
study habits and performance of students. A significant difference is found between

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students in different categories of schools and gender pertaining to achievement

motivation, study habits and academic achievement.

Khanna (2016)125 tried to investigate the relationship of academic

achievement of secondary students with their personality intelligence and
achievement motivation. A sample of 400 senior secondary students (200 males 200
females) studying in class XIIth was selected from government and private secondary
schools of urban and rural areas of Gurgaon and Rohtak district of Haryana. The tools
used were i- introversion extroversion inventory by Aziz and Gupta (2005), i-
intelligence test by Dr. P.N. Mehrotra (2012), iii- achievement motivation scale (n-
Ache) by Deo and Mohan and iv- academic achievement scores were taken from
performance in the 11th class of the subjects. The data so collected were analyzed with
the help of descriptive statistics such as mean, S.D., t-test, correlation and ANOVA.
Major findings were i- Female students had good academic achievement in
comparison to male students, ii- Private school students had better academic
achievement than government school students. iii- Study also revealed positive
relationship between achievement motivation and academic achievement.

Sherafat and Murthy (2016)126 conducted a study to determine the effect of

study habits on academic achievement among secondary and senior secondary
students. It is also conducted a study to know the difference in study habits between
students of secondary level and senior secondary level. The study was conducted on
265 students of class 9th to 12th from english medium, government and private high
schools and pre universities college of Mysore city during the academic year 2015-16
by using stratified random sampling technique. The descriptive survey method was
employed in the study. The study habits and attitudes scale developed by C.P. Mathur
(2002) was used to measure study habits and academic achievement of students were
measured from the college record by taking the percentage of marks obtained by the
students in the previous annual term examination. Result showed that study habits
facilitate higher academic achievement Result also showed that secondary students
had better study habit than senior secondary students.

Sherafat and Murthy (2016)127attempted to understand whether government

and private school students of Mysore are differ on critical thinking and study habits.
625 students of Mysore city were selected by the stratified method of sampling.
Result showed that government and private school students of Mysore differ on their

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critical thinking and study habits. The critical thinking ability and study habits of
private school students were better than government school students.

Ali and Faaz (2017)128 carried out an investigation to find out the relation
between study habits and academic achievement of students. A total of 196 senior
secondary school students were selected comprising 102 males and 93 females from
private and government schools by employing simple random sampling technique.
Study habits inventory (B.V. Patel) was used to measure the study habits of the
students and marks obtained in the previous class were taken as their academic
achievement. The data were analyzed with the help of mean, S.D., t-test and Pearson
product moment correlation. It was observed that study habits moderately high and
positive influence on academic achievement. It was also observed that private school
students hold good study habits than that of government school students.

Joseph (2017)129 analyzed the relationship among achievement motivation,

study habits, learning styles and academic achievement of secondary school students.
The method of stratified random sampling was used in selecting the sample. The
sample consisted of 630 students (315 boys, 315 girls) of which 210 students
belonging to each type of management (210 public schools, 210 private schools, 210
Government aided schools) from second year of lower secondary level in Kigali city
of Rwanda. Two terms examinations marks were taken to measure academic
achievement of the students, achievement Motivation Scale (AMS) developed by Deo
Mohan (1985), study habits inventory developed by Dr. V.B. Patel (1975) and
learning style questionnaire (LSQ) developed by Peter Honey and Alan Mumford
(1992) were used for collection of data. The statistical techniques used for analysis of
data were the ‘t’ test, one way ANOVA and Scheffe’s Post Hoc Test, Chi square and
persons coefficient of correlation, multiple correlation, multiple Regression and
Analysis of Variance for Regression. Result revealed positive relationship of
academic achievement of secondary school students with their study habits,
achievement motivation and learning styles. The study also revealed significant
difference in academic achievement of secondary school students in relation to their
gender and type of management.

Singh (2017)130 aimed to compare academic achievement of different streams

of [Link]. students. A sample of 400 [Link]. students (67 male and 333 female) from two
government colleges and two private college of Bhiwani and Palwal district of

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Haryana was taken by using random sampling technique. [Link]. first year marks were
collected from the university results of these students to assess the academic
achievement of the students. Mean, S.D., critical ratio and chi square were used for
data analysis. Result indicated i- significant difference between male and female
[Link]. student of different streams and ii- no significant difference between
government and private [Link]. students.

Rajina and Karnan (2018)131 conducted a study on achievement motivation

of higher secondary school students in Tiruvallur district. This study adopted
normative survey method and comprised of 300 higher secondary students from
various secondary schools of Tiruvallur district by using random sampling method.
Achievement motivation scale developed by Robinson was used for collecting data.
The result indicated significant impact with respect to gender and type of
management. Result also indicated positive relationship in achievement motivation of
higher secondary students.

Summary of the Conclusions on different Types of schools or different

Examination Boards

The results of the studies on different Types of schools or different

Examination Boards showed the following conclusions-

Asthana (2002) observed no significant difference in academic achievement

motivation of students of public schools and private schools. But Chauhan (2013)
observed significant difference in achievement motivation of public and private
schools. Kumari and Chamundeswari (2015) also observed significant difference in
achievement motivation, study habits and academic achievement of students of
different categories of schools. Sahu (2009) reported that achievement motivation of
private school students is higher than government school students. Kumar and Yadav
(2015) also reported that private school students have more academic achievement
motivation than government school students

Bajpai (2005) indicated that academic performance of unaided school students

are better than aided schools’ students. Sahu (2009) also indicated significant
difference in academic performance among government, aided and private secondary
school students. Chamundeswari (2013) observed that academic performance of
central board schools students is better than students of state and matriculation board

66
CHAPTER-2 REVIEW OF RELATED LITERATURE

schools. Halder (2014) also found significant difference in academic achievement of

students of two different boards. Begum (2014) reported that management of school is
the main factor that influences academic achievement. Joseph (2017) also reported
significant difference in academic achievement of secondary students in relation to
their type of management. Khanna (2016) revealed that private school students have
better academic achievement than government school students. But Singh (2017)
revealed no significant difference in academic achievement between government and
private [Link]. students

Sherafat and Murthy (2016) in their first study revealed no difference in study
habits of both government and private secondary school students but their second
study they revealed that study habits of private school students are better than
government school students. Ali and Faaz (2017) also revealed that study habits of
private school students are better than government school students.

Most of the studies showed significant difference in academic achievement,

academic achievement motivation and study habits of secondary students related to
different examination boards or different types of schools

2.5 Critical Analysis of the Related Literature

Critical analysis is a detailed and careful examination and evaluation of other

work or performance. The purpose for writing a critique is to evaluation somebody’s
work (a book, an essay, a movie, a painting, etc.) in order to increase the reader’s
understanding of it. A critical analysis is subjective writing because it expresses the
writer’s opinion or evaluation of a text.

A critical analysis of above mentioned studies provide a substantive

information in the field of academic achievement and its relation with academic
achievement motivation and study habits of students of different examination boards
or type of schools. Studies conducted in India as well as abroad support multiple
results which require further analysis.

Studies related to academic achievement and academic achievement

motivation showed mixed results. Some studies observed a negative relationship
between the above two variables (Bakar et al., 2010; Marboh, 2013). But in the
majority of the studies, it has been observed that there exists positive correlation
between these two variables (Alam, 2001; Amrai et al., 2011; Fini & Yousefzadeh,

67
CHAPTER-2 REVIEW OF RELATED LITERATURE

2014; Mahato & Barman, 2019). Most of the studies showed motivation influences
the academic achievement of students (Reddy, 2011; Suresh, 2015). It was also found
that students with high academic achievement motivation were high achievers (Patel,
2015).

Similarly in the perusal of studies related to academic achievement and study

habits, some studies showed negative correlation between study habits and academic
achievement (Gbore, 2014) but in the majority of the studies, it has been observed that
there exists positive correlation between these two variables (Mendezabel, 2013;
Mashayekhi et al., 2014; Afsana, 2014; Sangtam, 2014; Saihi & Maiyo, 2015;
Tahamtani et al., 2015; Rabia et al., 2017; Bentill et al., 2018; Lalrintluangi, 2018).
Most of the studies showed that good study habits improved the academic
achievement of the students (Kanchana & Kaliappan, 2002; Umrao, 2003; Sreelekha
et al., 2016).

It was also seen that there exists an insignificant relationship between

academic achievement and some dimensions of study habits like UON (underline
summary and note taking), reading of study habits among health science students.
However, some dimensions of study habits like MOS (method of study) showed a
significant relationship with academic achievement (Silverrajoo & Hassan, 2018).

On the basis of Gender, there exists significant difference in academic

achievement between male and female students (Moshahid & Alam, 2014) and found
that girls' academic performance was better than boys (Suneetha & Mayuri, 2001; Ng
et al., 2014).Significant difference is also found in achievement motivation between
male and female students (Rani & Reddy, 2019). It was also observed that females
had higher achievement motivation than males (Shekhar & Devi, 2012 ; Kumar &
Yadav, 2015). The same result is seen in study habits of boys and girls (Gudaganavar
& Halayannavar, 2014) and girls have better study habits were better than boys
(Khan, 2014; Illahi & Khandai, 2015; Shinde, 2015).It was also seen that there exists
a significant difference in responses of male and female students regarding some
dimensions of study habits like students time management, note taking behaviour etc.
(Eremie & ED., 2017).

Studies related to different types of schools also revealed the mixed result. The
unaided or private school students found to be better in academic achievement than

68
CHAPTER-2 REVIEW OF RELATED LITERATURE

aided or government schools (Bajpai, 2002; Khanna, 2016). While Sahu ( 2009) and
(Joseph, 2017) found significant difference in the academic achievement of students
studying in different types of schools at the secondary level such as government,
aided, private and public schools but Singh (2017) observed no significant difference
in academic achievement between government and private school students. Regarding
academic achievement motivation Chauhan (2013) found significant difference
between students of Government and Public School but (Asthana, 2002; Sahu, 2009;
Kumar & Yadav, 2015) found no significant difference in academic achievement
motivation in the two types of schools. Sahu (2009) and Kumar and Yadav ( 2015)
also observed that students of private schools found to be better in academic
achievement motivation than government schools. No significant difference in the
study habits of students studying in Government and private schools at the secondary
level was found (Chand, 2013) but private school students found to be better in study
habits than government schools (Sherafat & Murthy, 2016; Ali & Faaz, 2017).

While discussing the studies related to different examination boards, Central

Board school students found to be better in academic performance than students of
state and matriculation Board schools (Chamundeswari 2013). There exists significant
difference in academic achievement, academic achievement motivation, and study
habits between students of different examination board schools at the secondary level
(Kumari & Chamundeshwari, 2015), and these differences were also found in
academic achievement and academic achievement motivation of students studying in
different boards schools (Halder, 2014).

Analyzing the studies it is obtained that the majority of the studies are
correlational in nature and revealed positive correlation between the variables
(academic achievement with academic achievement motivation, academic
achievement with study habits). Good study habits and high motivation level improve
the academic performance of the students while bad study habits and low motivation
level decrease their academic performance. Apart from that various dimensions of
study habits also played an important role in the academic performance of students. In
majority of the studies, Girls' academic performance, motivation level, and study
habits were found better than boys'.

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CHAPTER-2 REVIEW OF RELATED LITERATURE

Most of the studies showed academic performance of private school students

is better than government school students and in the same way, Central Board school
students' academic performance was better than state board school students.

Various studies have been done in the field of academic achievement but it is
evident from the above studies that no systematic attempt has been made to find out
the relation of academic achievement motivation and study habits with academic
achievement, particularly in the secondary students of different examination boards of
Kanpur city, Uttar Pradesh therefore researcher goes for the present research.

The review of the study provides guidelines for formulating the objectives and
hypotheses for the present study and selecting appropriate tools and techniques, etc.

70
CHAPTER-2 REVIEW OF RELATED LITERATURE

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