International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL.

IV * ISSUE-39

Research Paper - Education

A Study of Academic Achievement of IXth Class Students of District Solan of Himachal Pradesh in Relation to Their Area of Residence and Self- Concept
* Dr. Surinder Singh
* Principal, Himachal College of Education Nalagarh at Kishanpura ,Solan (H.P.). A B S T R A C T
In this study an attempt has been made to study the academic achievement of 9th class students of District Solan of H.P. in relation to their area of residence and self- concept. The investigators have used the Ahluwalia's Children Self- Concept Scale to collect the necessary data from the students. The sample consists of 300 students from rural and urban areas of Solan District of H.P. were selected randomly sampling technique. The data were analyzed by using analysis of variance. The finding of the study reveals that urban and rural students do not differ their academic achievement and different levels of self-concept significantly.

April , 2012

Introduction Academic achievement is a component of the wider term-educational growth. It is unique, prime and perennial responsibility of an educational institution established by a society to promote a wholesome academic growth and development of the child. Academic achievement is not a uni-dimensional activity but it is multidimensional. It generally refers to the levels of success or that of proficiency in academic work. It indicates that what a child has learnt or acquired in a particular subject. Academic achievement is that attained level at which the students are functioning in school tasks such as mathematics, science etc., measured by school marks. Achievement means the extent to which learner is profiting from instructions in a given area of learning. It is outcome of general and specific learning experiences. In other words, academic achievement may be defined as the competence students actually show in school subjects in which they have received instructions. Objectives: 1. To find out difference in the academic achievement of students coming from urban and rural areas. 2. To study the difference in the academic achievement of students at different levels of their self-concept. 3. To study the interactional effect of area of residence and self- concept on the academic achievement of student. Hypothesises: 1 Students coming from rural and urban areas do not differ significantly in their academic achievement. 2 Academic achievements of students at different levels of their self-concept do not differ significantly. 3 Area of residence and self-concept do not interact significantly with regard to the academic achievement of students.
SHODH, SAMIKSHA

Method: Descriptive survey method was used. Sample: The present study consisted of 300 students of IX th class from urban and rural areas of district Solan of H.P. were selected randomly. Tool: Data was collected by Ahluwalia's Children Self- concept Scale. Statistical Technique: For analysis and interpretation of data, the investigator has used analysis of variance. Design: The (2x3) Factorial design involving two levels of area i.e. urban and rural areas and three levels of selfconcept i.e. high self- concept, average self- concept and low self- concept with regard to academic achievement of students was used. Result and Discussion: The obtained results have been summarized in table 1& table 2. Table-1 Means of academic achievement scores of students in relation to their area of residence and selfconcept
Area of Residence Rural Level of Self-Concept High self- concept 588.2 Average self- concept 363.35 Low self- concept 390.6 Total 447.383 urban 400.45 371.15 397.1 389.57 Total 494.325 367.25 393.85 418.48

From the means of academic achievement scores 'F' values were calculated. The results are given in table 2 below. See Table It is evident from Table that main effects of area of residence on the academic achievement of students, irrespective of their self-concept came out to be 0.536, which is not significant even at .05 level of significance
MULYANKAN

AUR

65

International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

Table-2
Summary table of analysis of variance Source of variation df Sum of Squares Area(A) 1 2349.675 Self- concept(B) 2 19211.2 Interaction (AXB) 2 181.85 Within condition 114 499605 Total 119 521348.6 Mean Squares 2349.675 9605.608 90.925 4382.507 F 0.536149 2.191807 0.020747

for 1/114df. Hence the hypothesis that "students coming from rural and urban areas do not differ significantly in their academic achievement" was accepted. However, from the means table 1, it is evident that students coming from rural areas had higher means of academic achievement score (447.38) than their counterparts coming from urban areas (389.57) but this difference is not significant statically. The result of the study conducted by Anand (2006) reveals that the students coming from rural and urban area do not differ significantly in their academic achievement. Contrary to this view, Mehrotra (1986), Dubey (1999), Jain (1999) found significance in the academic achievement of student coming from urban and rural areas. They found that students from urban areas had higher academic achievement in comparison to students coming from rural areas. The main effect of self-concept on the academic achievement of students irrespective of their areas or residence came out to be 2.191, which is not significant even at .05 level of significance for 2/114 df. Hence the hypothesis that "academic achievements of students at different levels of their self- concept do not differ significantly" was accepted. However, from the means table 1, it is evident that students high self-concept had highest means of aca-

demic achievement score (494.325) followed by those who had low self-concept (393.85) and average selfconcept (367.25), but these differences are not significant statically. This result is substantiated by the findings of Manava (1984) and Kaur (2001) who also found no significant difference in the academic achievement of students at different levels of their self- concept. Contrary to this, Tondon (1994), Leibham (2006), Dambudzo (2007) found sifnificant difference in the academic achievement of students at different levels of their selfconcept. The interactional effect of area and self-concept in relation to the academic achievement of students came out to be 0.207, which is not significant at even .05 level of significance for 2/114df. Hence the hypothesis that "area of residence and self- concept do not interact significantly with regard to the academic achievement of students", was accepted. Conclusion: * Students coming from urban and rural areas do not differ in their academic achievement. * Academic achievement of students at different levels of their self- concept does not differ significantly. * Area of residence and self- concept do not interact significantly with regard to the academic achievement of students.
4. Jain, Sidharth (1999). "A Study on Academic Achievement of Rural and Urban Pupils", Indian Educational Abstracts, Issue 7&8, July-1999- Jan. 2000: National Council of Educational Research and Training. 5. Kaur, M (2001). "A Study of Self- concept in Relation to Intellectual Variables", Indian Educational Research and Training. 6. Mehrotra, S. (1986). " A Study on Relationship Between Academic Achievement and Locality of High, Sec. School Students", in Fourth Survey of Research in Education in Education (1983-1988), New Delhi; National Council of Educational Research and Training.

R E F E R E N C E
1. Anand, Arti (2006). "A Study of Academic Achievement and Achievement Motivation of High School Students in Relation to Certain Socio- Demographic Variables", M.Ed. Dissertation, Shimla; H.P. University. 2. Dambudzo (2007). " A Study on Significance of Relationship Between Learner Self- concept and Academic Achievement in Secondary Schools in Zimbabwe ", Dissertation Abstracts International, Vol.68, No.4, Oct. 2007. 3. Dubey, M. (1999). "A Study on Psychological Determainants of Academic Success of Rural and Urban Boys", in Indian Educational Abstracts, Issue 7&8, July 1999-Jan. 2000; National Councial of Education Research and Training.

66