scholarly journals Emotional Maturity, Self Confidence and Academic Achievement of Adolescents In Relation To Their Gender and Urban-Rural Background

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Tripti Vyas ◽  
Prof. Ravi Gunthey
Keyword(s):  
Academic Achievement ◽  
Female Adolescents ◽  
Rural Adolescents ◽  
Achievement Scores ◽  
Emotional Maturity ◽  
Male And Female ◽  
Rural Background ◽  
Self Confidence ◽  
Significant Difference ◽  
Urban Rural

The present study evaluates the emotional maturity, self-confidence and academic achievement of adolescents in relation to their gender and urban-rural background. The sample consisted of 200 students (100 male and 100 female) from Jodhpur district of Rajasthan. Self-confidence inventory (ASCI) developed by Dr. Rekha Gupta, Emotional Maturity Scale developed by Dr Yashvir Singh and Dr Mahesh Bharagava and achievement scores of the students taken from their Xth class annual results were used in the study. The data was analysed using “t” test. The results discovered that there is significant difference between male and female adolescents on emotional maturity; no significant difference between urban and rural adolescents on level of emotional maturity ; and there is no significant difference between male and female adolescents on self confidence but there is significant difference between urban and rural adolescents on level of self confidence. It was also noticed that male and female adolescents and urban and rural adolescents both have significant difference in academic achievement.

scholarly journals Emotional Maturity and Self Confidence among Adolescent Students

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Tripti Vyas ◽  
Ravi Gunthey
Keyword(s):  
T Test ◽  
Female Adolescents ◽  
Rural Adolescents ◽  
Emotional Maturity ◽  
Male And Female ◽  
Adolescent Students ◽  
Self Confidence ◽  
Significant Difference

The present study evaluates the emotional maturity and self-confidence among adolescents. The sample consisted of 200 students (100 male and 100 female) from Jodhpur district of Rajasthan. Self-confidence inventory (ASCI) developed by Dr. Rekha Gupta, Emotional Maturity Scale developed by Dr Yashvir Singh and Dr Mahesh Bharagava. The data was analysed using “t” test. The results discovered that there is significant difference between male and female adolescents on emotional maturity; no significant difference between urban and rural adolescents on level of emotional maturity ; and there is no significant difference between male and female adolescents on self confidence but there is significant difference between urban and rural adolescents on level of self confidence.

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals Neuroticism and Academic Achievement Motivation in Adolescent

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Balvant M. Chhansiya ◽  
Yogesh A. Jogsan
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
T Test ◽  
Research Tool ◽  
Female Adolescent ◽  
Female Adolescents ◽  
Male And Female ◽  
Significant Difference ◽  
The Mean ◽  
Academic Achievement Motivation

The main purpose of this research was to find out the mean difference in adolescents. The total 80 adolescents as a variation belonging to adolescents were taken. The research tool for neuroticism Mosley personality scale was measured by Isenk and tool for academic achievement motivation were used which made by T.R.Sharma. Here t-test was applied to check the significant of in neuroticism and academic achievement motivation between male and female adolescents. The study revealed that there was no significant difference between male and female adolescent in neuroticism. There was no significant difference between male and female adolescent in academic achievement motivation.

scholarly journals The Effect of Stress on Adolescents Early Life

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Rajani Ramesh Senad
Keyword(s):  
Social Stress ◽  
Family Stress ◽  
Financial Stress ◽  
Academic Stress ◽  
Female Adolescent ◽  
Female Adolescents ◽  
Total Stress ◽  
Male And Female ◽  
Adolescent Students ◽  
Significant Difference

The aim of the present study is to assess the stress and its four sub scale i.e. academic stress, social stress, family stress and financial stress of deprived (male and female) and Non-deprived (male and female) adolescent. The present study was carried out on 200 adolescents 100 deprived (male and female) and 100 Non deprived (male and female) with age range of 16 to 18 years. Results revealed that the Non deprived adolescents have higher level of total stress, academic stress and social stress than deprived adolescent students. The girls adolescent have higher level of total stress and academic stress than boys adolescents. There is no significant difference between deprived (male and female) and non deprived (male and female) adolescents with respect to family stress and financial stress. Regarding to social stress, there is no significant difference between male and female adolescents.

Effect of Mother’s Employment on Aggression of Board Students

2021 ◽  
Vol 37 (1) ◽  
pp. 67-71
Author(s):  
Prachi Bhatt Deolal ◽  
Madhu Lata Nayal
Keyword(s):  
Personal Data ◽  
Total Sample ◽  
Female Adolescents ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Employed Mothers ◽  
The Difference ◽  
Level Of Significance ◽  
Aggression Level

The present study aimed to find out the difference in the aggression level of Board Students of employed and non-employed mothers. Total sample of 200 students was taken from five CBSE affiliated schools of Pithoragarh district (Uttarakhand). Personal data schedule along with the Aggression Scale was used to calculate the result. Aggression Scale used in the study was developed by Pal and Naqvi (2000) which comprised of 60 questions. Stratified Random Sampling was used to select the data and t-test was applied to calculate the level of significance. While compiling the results, significant difference was found between the male and female adolescents of 10th standard of employed mothers and even between the male and female adolescents of 12th standard of employed mothers. Male and female adolescents of 12th standard of non-employed mother have also shown significant difference on the level of aggression. In all the three cases Male adolescents have shown greater aggression than female adolescents.

scholarly journals Outdoor School Activities Strategy for Enhancing Student’s Academic Achievement and Retention in Science in Delta South Senatorial District

2020 ◽  
Vol 10 (1) ◽  
pp. 98
Author(s):  
Edarho Oghenevwede Oyovwi
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Science Achievement ◽  
Female Students ◽  
Science Students ◽  
Male And Female ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Science Activities

The study examined the effects of outdoor science activities on student’s academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student’s randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students’ academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities.

scholarly journals Study of Self Concept In Relation To Family Environment among Adolescents

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Lakshmi Arun ◽  
Dr. Ravikumar M B ◽  
Arushi J Makhija ◽  
Shonali Christine Barreto ◽  
Vidhya Vishwanathan
Keyword(s):  
Family Environment ◽  
Significant Positive Correlation ◽  
T Test ◽  
Self Concept ◽  
Female Adolescents ◽  
Age Group ◽  
Male And Female ◽  
Positive Correlation ◽  
Environment Scale ◽  
Significant Difference

This study examines Self-concept in relationship with Family environment among adolescents. The study involved a total of 137 adolescents in the age group from 17-19 years, Adolescents’s Self Concept Scale – CSCS and CYDS Family Environment Scale was used to measure self-concept and family environment among adolescents. Then the data was scored and statistically analyses by using t-test and correlation. The result of the study revealed that there is no significant difference between male and female adolescents in their self-concept, and also there is no significant difference between male and female in their family environment. There is a highly significant positive correlation between self concept and family environment among adolescents.

scholarly journals Effect of assessment for learning method on students’ academic achievement in carpentry and joinery in technical colleges

2021 ◽  
Vol 52 (4) ◽  
pp. 121-131
Author(s):  
Jane I. Oviawe ◽  
◽  
Mohamed Nor Azhari Azman ◽  
Tee Tze Kiong ◽  
Endah Retnowati ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Traditional Method ◽  
Technical Colleges ◽  
Assessment For Learning ◽  
Female Students ◽  
Achievement Scores ◽  
Learning Method ◽  
Significant Difference ◽  
The Mean ◽  
Method Of Assessment

The problem of the study. The conventional assessment methods used in evaluating the academic achievement of students have been saddled with deficiencies. Research methods. This study examined the effect of assessment for learning method on students’ academic achievement in carpentry and joinery works in technical colleges in Edo and Delta States, Nigeria using quasi-experimental research design. The population for this study comprised of 430 students and the sample size was 68 vocational II carpentry and joinery students from two intact classes randomly drawn from the 12 technical colleges in Edo and Delta States. The instrument used for data collection was Carpentry and Joinery Works Achievement Test (CJWAT) developed by the researcher from NBTE curriculum. The instrument was tested by three experts. The reliability of CJWAT was calculated using Kuder Richardson formulae 21 (KR-21) and a reliability coefficient of .78 was achieved. Mean and standard deviation were used to address study questions whereas one-way and two-way Covariance Analysis (ANCOVA) were used to evaluate hypotheses at a .05 level of significance. Results. The study's findings revealed that the learning method assessment (9.43) had a higher achievement score than the traditional method of assessment (5.25), indicating that the learning method assessment had a greater impact on student achievement in carpentry and carpentry than the traditional method of assessment. One-way ANCOVA result, F(1,77) = 56.75, p = .000 indicates a significant difference between the two assessment methods with regards to students’ achievement in carpentry and joinery trade. Female students (9.34) find the Assessment for Learning Method to be marginally more effective than male students (9.30). On the other hand, the Two-way ANCOVA result, F(1,75) = 1.83, p = .180 shows no significant difference between the academic achievement scores in carpentry and joinery trade of the students’ based on gender. It is therefore concluded that there is a significant difference between the mean achievement scores of students assessed with Assessment for Learning method and those assesses with the conventional assessment method in favour of assessment for learning method and no significant difference between the mean achievement scores of male and female students assessed with assessment for learning method at post-test. Conclusion. It was proposed, among other items, that the government and all stakeholders organize and fund seminars, conferences and workshops for technical teachers on a regular basis to attend and learn how to adopt assessment for learning method in educational institutions through the application of rubrics and portfolios.

Microcephaly in a Normal School Population

PEDIATRICS ◽  
1977 ◽  
Vol 59 (2) ◽  
pp. 262-265
Author(s):  
Clifford J. Sells
Keyword(s):  
Academic Achievement ◽  
School District ◽  
Head Circumference ◽  
Achievement Scores ◽  
School Population ◽  
Significant Difference ◽  
The Mean ◽  
Regular Classes ◽  
Normal Controls ◽  
Age And Sex

Heights, weights, and head circumferences were obtained on 1,006 students, ages 5 to 18 years, attending regular classes in four schools in a suburban Seattle school district. From the 1,006 students initially examined, 19 (1.9%) had a head circumference two or more standard deviations below the mean for age and sex. Intelligence quotients and academic achievement scores were obtained on these children and compared with normal controls. No significant difference was found between mean IQs of the study subjects and the controls (99.5 vs. 105), but mean academic achievement scores were significantly lower in the study subjects (49 vs. 70; P < .001). In addition, although mean IQs were not significantly different between those subjects whose head circumference was proportional and those whose head circumference was relatively small, mean academic achievement scores were significantly higher (60 vs. 39; P < .02) in those subjects whose head size was proportional.

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