INTRODUCTION:

Education is crucial to the overall development of an individual and society at large. A modern society cannot achieve its aim of economic growth, technical development, and cultural advantage without fully harnessing the talent of the citizens. This can only be done through the instrumentality of education which thus becomes indispensable for any society.

Education is thus regarded as the richest and highest treasures of man. It mobilized productivity in society by a regular supply of trained or skilled manpower as human resources. Within the educational system, education itself is a process of developing the qualities in a child in accordance with the needs and values.

Learning is the central process of education. The learning process is influenced by the attitude of the learner. A favorable attitude will bring out a successful learning process whereas unfavorable attitude leads to failure. However, through educational procedures and curriculum content can and do change attitudes. Teaching is an essential part of the process of Education. Teaching has been one of the oldest and most respected professions in the world. When a systematically, organized human society came into existence, the need to mold its children on proper lines arose requiring persons who could perform this role, that is Teacher. The talk of shaping the future citizens is a noble one and so the teacher has always occupied a place of honor and reference in the Indian Society over the ages.

Science Education:

The main aim of education is the modification of the behavior of the child to the needs and expectancy of society. Behavior is composed of many attributes; one of these attributes is attitude. Science as a practical subject will contribute in behavior modification of the students through satisfying their curiosity and get rid of the superstitious believes, they will begin to think in a practical way and play an important role in developing a desirable kind of environment in the classroom, they get inspired to get involved in the habit of studying various scientific literature which in turn promote the intellectual growth of the students.

Attitudes:

Attitudes are important keys to understanding the long-range organization of behavior. The prominent role of attitudes in determining our thought, memory, and learning processes has been recognized by various psychologists. Good (1973) said that “attitude is a readiness to react towards or against some situation, person or thing or resentment to a particular degree of intensity”.

Attitude results from personal desires and group stimulation. They actually are a part of an individual’s own personality. An attitude is a complex affair which cannot be wholly described by any single definition. Thurston and Chave (1929) believe that “attitude is complex of man’s inclinations, feelings, bias, ideas, fear, threats, etc. The opinion is a verbal expression of attitude. Some attitudes are as deeply ingrained as to appear permanent, while others are nearly transitory and may change overnight”.

According to Crow and Crow (1991), “Attitudes are personal and related to feelings of a person”. Attitudes are uniquely organized in each person. Like other aspects of personality, attitudes are acquired and not innate. No one is born with an attitude; they are learned in a culture in the course of an individual’s development.

Kuppuswamy (1993) made an analysis of attitudes and reveal that they have four dimensions - direction, intensity, extension, and duration. The direction of an attitude is either positive or negative, i.e. for or against some object or value. This is the aspect of the attitude which is usually measured. The intensity of a positive or negative attitude is the degree to which it motivates the person’s behavior towards the activity component. People who are strongly in favor or strongly opposed to a certain object naturally have more intensity than those closer to the center of the continuum. The extension of an attitude is the degree to which it is generalized or the number of cases it covers. The duration of an attitude is the length of time it endures.

Scientific Attitude:

Education is the main instrument for any social change and science education plays a vital role in any educational system. Time and again, our educational committees, commissions, and policies have identified the place and importance of science education. It is only through the development of scientific attitude among the students, we, the teachers, will be able to develop and nourish the all-round personality of our students.

Scientific attitude is one of the key objectives of science teaching and it is one of the major outcomes of it. Scientific attitude makes people live as efficient citizens in the present society. It also helps people live up to their expectations and satisfaction. Understanding the role of scientific attitude in the life of a successful man is incorporated in all types of instructions and in all walks of education as a compulsory part, directly or indirectly. Many ways and means are used and applied to develop scientific attitudes at various levels of education.

Academic Achievement:

Academic achievement has always been a crucial point and main center of educational research despite varied statement about the aim of education. Academic development of the pupil is the primary concern and the most important goal of education. Not that other aspect of educational objectives are to be ignored but the fact remains that academic achievement is the unique responsibility of all educational institutions established by the society to promote a wholesome scholastic development of pupil (Saini, 2010).

In this era, it is performance of the student which decides their fate. So it becomes increasingly important to perform better in all aspects of life particularly, in examination to progress in life. Achievement is something gained by some person in his field of endeavor. Now a day, tests on achievement have gained significant importance in measuring one's ability. An achievement test is used to measure nature and extent of students learning in a particular subject. Various factors and conditions affect the achievement of a particular student in a particular field. Sometimes quite deserving students may not achieve as can be expected on the basis of their abilities. Students' interest in the field of endeavor, teachers' methodology of teaching, socio-economic conditions and family set up and some other psychological factors also affect students' performance directly or indirectly.

Academic Achievement is the core of the wider term "Educational Growth" which means growth in all aspects. It means the amount of knowledge gained by the students in different subjects of study. It encourages the students to work hard. Thus, it helps to know where the student stands. A sense of achievement is a source of joy and good feeling and a failure is a source of anger and frustration. It is the unique, prime and perennial responsibility of a school or any other educational institution established by society to promote a wholesome scholastic growth and development of child. It generally refers to degree of success of that of proficiency attained in some specific area concerning academic work. It indicates what an individual has learnt or acquired in particular field.

NEED AND IMPORTANCE OF THE STUDY:

Science attitudes are important because of three important factors. First, a child's attitude carries a mental state of readiness with it. With a positive attitude, a child will perceive science objects, topics, activities, and positively. A child, who is unready or hesitant for whatever reason, will be less willing to interact with people and things associated with science. Second, attitudes are not innate or inborn. Contemporary psychologists maintain that attitudes are learned and organized through experience as a child develops. Thirdly attitudes are dynamics result of experiences that act as directive factors when a child enters into a new experience. As a result, attitude carries an emotional and intellectual tone, both of which lead to making decisions and forming evaluations. These decisions and evaluation can cause a child to set up priorities and hold different preferences.

Attitudes determine the negative or positive character of our responses to various kinds of stimuli or diverse types of situations. Their importance in life cannot be overstated. Attitudes offer greater possibilities for the success of achievement as well as failure in life.

Objectives proposed for science education always include the development of interests, values, attitudes, aptitudes, and appreciations. Science teacher educators have long recognized that scientific attitudes are among the most important outcomes of the result. This is why the development of scientific attitude through science lessons has been emphasized by science teacher educators. Hence, there is a felt need to study, scientific attitude and academic achievement of B.Ed., trainees. Also, there are only a handful of studies to discern the relationship of Gender, Year of Study, Subject, and Locality of College. This has prompted the researcher to undertake the present study on scientific attitude and academic achievement of B.Ed., trainees.

STATEMENT OF THE PROBLEM:

The main intention is to study whether there is any relationship between Scientific Attitude and Academic Achievement. Therefore the investigator feels that a study in these areas will bring about insight on scientific attitude and academic achievement of B.Ed., trainees. The statement of the problem is stated as follows: “Study on Scientific Attitude and Academic Achievement of B.Ed., Trainees”.

OPERATIONAL DEFINITION OF KEY TERMS:

Scientific Attitude:

Scientific Attitude refers to a willingness to change opinion, desire for completeness of knowledge, and acceptance of warranted generalization. In another view, scientific attitude includes freedom from bias, prejudice, and superstitions, open-mindedness, critical mindedness, intellectual honesty, beliefs when new evidence is available. A scientific attitude is certain mindsets in a particular direction. So, by adopting varied techniques, such mindsets in a particular direction can be developed.

Academic Achievement:

Academic achievement is the degree level of success in the same area in general, the level of proficiency attained in scholastic or academic work.

B.Ed., Trainees:

B. Ed., Trainees are studying Bachelor of Education in any Education colleges recognized by NCTE and affiliated to the Tamil Nadu Teacher Education University (TNTEU).

Variables of the study:

· Scientific Attitude

· Academic Achievement

Demographic Variables:

The following Demographic variables are taken for the study. They are Gender, Year of Study, Subject, Locality of College,

OBJECTIVES OF THE STUDY:

The following objectives were framed for the present research study.

1. The level of Scientific Attitude and academic achievement of B.Ed., trainees.

2. To find out the significant difference in the Mean Scores of the level of scientific attitude and academic achievement of B.Ed., trainees with respect to the Demographic variables such as Gender, Year of Study, Subject, Locality of College.

3. To find out whether there is any significant relationship between the Scientific Attitude and Academic Achievement of B.Ed., Trainees.

HYPOTHESES OF THE STUDY:

The following hypotheses have been formulated on the basis of the objectives of the present study;

1. The level of Scientific Attitude and academic achievement of B.Ed., trainees.

2. There is no significant difference between the mean scores on the level of scientific attitude and academic achievement of B.Ed. Trainees in relation to their demographic variables such as; Gender, Year of Study, Subject, Locality of College.

3. There is no significant relationship between the Scientific Attitude and Academic Achievement of B.Ed. Trainees.

RESEARCH STUDIES:

Asha Rani (2018) conducted a study on Environmental ethics and environmental responsibility among college students in relation to their environmental and scientific attitude. In the present study, the population refers to all the college students (undergraduate) of government and government-aided colleges of these eleven districts affiliated to Kurukshetra University, Haryana state. The results revealed that male and female college students did not differ significantly with respect to their scientific attitude. It means that both (males and females) have a similar scientific attitude. A significant difference was found between arts and science stream college students with regard to their scientific attitude. The mean score of science stream students is higher than the mean score of arts stream students. Therefore on the basis of their mean scores, it can be concluded that science stream students have a better scientific attitude as compared to arts stream students. There is no significant difference between was found between urban and rural area college students with regard to their scientific attitude. So it is concluded that the college students of both the areas (rural and urban) have almost the same scientific attitude.

Jeyanthi (2016) conducted a study on scientific attitude and achievement in the science of upper primary school students. The investigator chose 200 upper primary school students in Dindigul district as a sample by using a simple random sampling technique and used Baskara Rao’s scientific attitude scale (SAS) as a tool. The major findings of the study were: 1. there was no significant difference between boys and girls, rural and urban, and government and aided school students. It means gender, locality, and type of school has not influenced the scientific attitude among middle school students. 2. There was a significant relationship between scientific attitude and academic achievement with respect to gender, location, and type of school management at 0.01 level of significance.

Jeyalatha and Anandan (2016) conducted a study on the effectiveness of Blended Teaching on Achievement in Science in relation to Scientific Attitude and Socio-Economic Status among the Students of Higher Secondary Schools. The objectives of the study were: i. to find out the effectiveness of blended teaching on achievement in science among the students of higher secondary schools. ii. To find out the effectiveness of blended teaching on achievement with respect to gender, locality, community, Parental Occupation and Parental Income. The experimental method was adopted in this study. Purposive sampling technique was adopted and selected a sample of 40 students for the control group and 39 students for the experimental group. The investigator using three types of tools used in this study that there are i. The achievement test in science was developed by the investigator. ii. The scientific Attitude scale was standardized A.Binuraj (April 2014). iii. The socio-economic status scale was standardized by Kuppusamy (2014). The statistical technique was used in this study such as Mean, Standard Deviation, t-test, and Correlation Coefficient ‘r’. The findings of the study were: i. The mean achievement scores of the experimental group students are significantly higher than the control group students in total. ii. The mean achievement scores of the experimental group students are significantly higher than the control group students with respect to gender, locality, community, and parental occupation. iii. There is no significant correlation between Pre-test and Post scores of the control group students in their achievement in science in total. iv. There is no significant correlation between Pre-test and Post scores in achievement in science of the control group students with regard to the gender, locality, Community, Parental Education, Parental Occupation, and income. v. There is no significant correlation between the pre-test and post-test scores of the experimental group students in their achievement in science in total.

METHODOLOGY:

The study belongs to a descriptive Survey Method, as it is indented to find out the level of scientific attitude of B.Ed., trainees.

Selection and Size of the Sample:

The investigator had selected 941 B.Ed., trainees as a sample by Simple Random Sampling Technique from Perambalur District.

A tool used in this Study:

Scientific Attitude Scale was Developed and Standardized by the investigator with the help of the supervising our Guide. The Reliability Coefficient is 0.84 measured by the split-half method. The tool has 45 items with 5 alternative responses; Strongly Agree, Agree, Undecided, Disagree, and Strongly Disagree. For Positive statements, the scoring of 5, 4, 3, 2, 1, and negative items are scored in the reverse order.

Academic Achievement Test was developed and Standardized by the investigator with the help of the supervising Guide. The Reliability Coefficient is 0.89 determined by the Test and Re-Test method. The Test has 45 items that are objective-based.

Data Collection Procedure:

The investigator got prior permission from the principal of the college approached, the B.Ed., trainees of the college for getting necessary co-operation. I am explaining the purpose of the research title as; study on the scientific attitude of B.Ed., Trainees. I am provided with the tool of Xerox copies. The investigator explained the tool and the way of answering the questionnaire. The questionnaire was administered individually to all the student's teachers.

Data analysis:

Hypothesis No: 1.

The level of Scientific Attitude and academic achievement of B.Ed., trainees

Table – 1: Mean and Standard Deviation Scores of the Level of Scientific Attitude and Academic Achievement of B.Ed., trainees In Total

S. No.	Variables		N	Scientific Attitude		Academic Achievement
S. No.	Variables		N	Mean	SD	Mean	SD
1	Total		941	145.77	13.30	29.78	6.09
2	Gender	Male	210	143.12	12.83	27.59	4.79
2	Gender	Female	731	146.53	13.34	30.41	6.28
3	Year of study	First year	410	143.36	12.83	29.26	6.25
3	Year of study	Second year	531	147.63	13.36	30.18	5.95
4	Subject	Language	249	147.12	13.124	29.99	6.0.3
		Arts	254	143.41	11.215	29.23	6.092
		Science	438	146.37	14.332	29.98	6.152
5	Locality of College	Rural	450	143.32	12.180	28.3	4.807
5	Locality of College	Urban	491	148.01	13.890	31.14	6.806

From Table 1 it is that the obtained Maximum and Minimum Mean and SD values of the Scientific Attitude and Achievement Scores are 148.01 and 143.12 and 31.14 and 27.59. It is also revealed that the Mean and SD of the Scientific Attitude and Achievement Score of the total sample were 145.77 and 13.30 and 29.78 and 6.09. It shows that the level of Scientific Attitude and academic achievement of B.Ed., trainees is above average.

Hypothesis No: 2.

There is no significant difference between scores on Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Gender.

Table – 2: ‘t’ value between the mean score on the Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Gender

Variables	Gender	N	Mean	Std. Deviation	‘t’ value
Scientific Attitude	Male	210	143.12	12.83	3.293*
Scientific Attitude	Female	731	146.53	13.34	3.293*
Academic Achievement	Male	210	27.59	4.79	6.073*
Academic Achievement	Female	731	30.41	6.28	6.073*

* Significant at 0.05 level

From the above Table - 2 it is clearly seen that the‘t’ value, 3.293 and 6.073 are significant at 0.05 level. It is understood from the result that there is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Gender. Female B.Ed., Trainees are the significantly higher levels of Scientific Attitude and Academic Achievement than the Male B.Ed., Trainees. Hence the null hypothesis is rejected.

Hypothesis No: 3

There is no significant difference between scores on Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Year of Study.

Table – 3: ‘t’ value between the mean score on the Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Year of Study

Variables	Year of Study	N	Mean	Std. Deviation	‘t’ value
Scientific Attitude	First year	410	143.36	12.83	4.951*
Scientific Attitude	Second year	531	147.63	13.36	4.951*
Academic Achievement	First year	410	29.26	6.25	2.293*
Academic Achievement	Second year	531	30.18	5.95	2.293*

* Significant at 0.05 level

From the above Table - 3 it is clearly seen that the‘t’ value, 4.951 and 2.293 are significant at 0.05 level. It is understood from the result that there is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Year of Study. Second-year B.Ed., Trainees are the significantly higher levels of Scientific Attitude and Academic Achievement than the First-year B.Ed., Trainees. Hence the null hypothesis is rejected.

Hypothesis No: 4

There is no significant difference between scores on Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Subject.

Table 4 reveals that the F values, 5.782 are significant and 1.410 is not significant at 0.05 levels. It is understood from the result that there is a significant difference in the level of B.Ed., Trainees with respect to their Subject at a high level of Scientific Attitude. Hence, the framed null hypothesis is found to be rejected.

As the F value is found to be significant, the ‘t’ test was applied to locate the significant difference between the two variables.

Table – 4.1: ‘t’ values between the mean scores on the level of scientific attitude of B.Ed., Trainees with respect to their Subject

Variables	Subject	N	Mean	SD	‘t’ value
Scientific Attitude	Language	249	147.12	13.124	3.408*
	Arts	254	143.41	11.215	3.408*
	Language	249	147.12	13.124	0.674**
	Science	438	146.37	14.332	0.674**
	Arts	254	143.41	11.215	2.830*
	Science	438	146.37	14.332	2.830*

** -Not Significant at 0.05 level *- Significant at 0.05 level

Table 4.1 shows that the‘t’ values 3.4.8 and 2.830 are significant and 0.674 is not significant at the 0.05 level. It is clearly seen from the result that there is a significant difference in the level of B.Ed., Trainees with respect to their Subject at a high level of Scientific Attitude. The Language and Science subject B.Ed., Trainees are better than the Arts subject B.Ed., Trainees towards their Scientific Attitude. Hence the framed null hypothesis is found to be rejected.

As the F value is found to be a significant difference in the level of B.Ed., Trainees with respect to their Subject at the high level of Scientific Attitude, Post-Hoc test was applied.

Table - 4.2: Summary of the Post Hoc of Scientific Attitude of B.Ed., Trainees with respect to their Subject

Subject	N	Group -1	Group -2
Language	249		147.12
Arts	254	143.41
Science	438		146.37

It is seen from the above table 4.2 that, there is a significant difference in the Post Hoc of Scientific Attitude of B.Ed., Trainees with respect to their Subject. The B.Ed., Trainees of Language Subject is significantly Higher Scientific Attitude than the Science Subject and Arts Subject. At the same time, the Science Subject is significantly having a higher level of Scientific Attitude than the Arts Subject. Hence, the framed null hypothesis is found to be rejected.

Hypothesis No: 5

There is no significant difference between scores on Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Locality of College.

Table -5: ‘t’ value between the mean score on the Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Locality of College

Variables	Locality of College	N	Mean	Std. Deviation	‘t’ value
Scientific Attitude	Rural	450	143.32	12.180	5.491*
Scientific Attitude	Urban	491	148.01	13.890	5.491*
Academic Achievement	Rural	450	28.3	4.807	7.340*
Academic Achievement	Urban	491	31.14	6.806	7.340*

From the above Table - 5 it is clearly seen that the‘t’ value, 5.491 and 7.340 are significant at 0.05 level. It is understood from the result that there is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Locality of College. Urban B.Ed., Trainees are the significantly higher levels of Scientific Attitude than the Rural B.Ed., Trainees. Hence the null hypothesis is rejected.

Hypothesis No: 6

There is no significant relationship between the Scientific Attitude and Academic Achievement of B.Ed. Trainees.

Table- 6: Relationship between the Scientific Attitude and Academic Achievement of B.Ed. Trainees

Classification	N	‘r’ value
Scientific Attitude and Academic Achievement	941	0.156*

The Pearson product-moment correlation was computed to assess the relationship between Scientific Attitude and Academic Achievement.

From the above table 6, it is seen that the ‘r’ value 0.156 is significant at the 0.05 level. It is found that the obtained correlation coefficient value 0.156 is greater than the table value (0.0619) at 0.05 level significance. The result shows that there is a significant indifferent or negligible positive relationship between the Scientific Attitude and Academic Achievement. Hence the framed null hypothesis is found to be rejected.

MAJOR FINDINGS OF THE STUDY:

1. The level of Scientific Attitude and academic achievement of B.Ed., trainees is above average.

2. There is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Gender. Female B.Ed., Trainees are the significantly higher levels of Scientific Attitude and Academic Achievement than the Male B.Ed., Trainees.

3. There is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Year of Study. Second-year B.Ed., Trainees are the significantly higher levels of Scientific Attitude and Academic Achievement than the First-year B.Ed., Trainees.

4. There is a significant difference in the level of B.Ed., Trainees with respect to their Subject at the high level of Scientific Attitude. The Language and Science subject B.Ed., Trainees are better than the Arts subject B.Ed., Trainees towards their Scientific Attitude. The B.Ed., Trainees of Language Subject is significantly Higher Scientific Attitude than the Science Subject and Arts Subject. At the same time, the Science Subject is significantly having a higher level of Scientific Attitude than the Arts Subject.

5. There is a significant difference in the level of Scientific Attitude and Academic Achievement of B.Ed., Trainees with respect to their Locality of College. Urban B.Ed., Trainees are the significantly higher levels of Scientific Attitude than the Rural B.Ed., Trainees.

6. There is a significant indifferent or negligible positive relationship between the Scientific Attitude and Academic Achievement.

DISCUSSION OF THE STUDY:

The aim of the present study is to find out the Scientific Attitude and Academic Achievement of B.Ed., Trainees.

It is found that there is a significant indifferent or negligible positive relationship between the Scientific Attitude and Academic Achievement. This is similar to the findings of Reena, (2013) conducted a study on scientific attitude and academic achievement of high school students (9th class students). Another similar finding of Thandavamoorthy (2014) studied the relationship between emotional maturity and academic achievement of biological science B.Ed., students.

It is found that there is a significant difference between scores on the scientific attitude of B.Ed., trainees with respect to their Subject. The findings of the scientific attitude of science stream students are higher than the mean score of arts stream students. Therefore science stream students have a better scientific attitude as compared to arts stream students. Similar to the findings of Asha Rani (2018) conducted a study on Environmental ethics and environmental responsibility among college students in relation to their scientific attitude.

It is found that there is a significant difference between scores on the scientific attitude of B.Ed., trainees with respect to their locality of college. The findings of the result of that the scientific attitude of Urban B.Ed., Trainees is higher than the mean score of rural B.Ed., Trainees. Therefore Urban B.Ed., Trainees have a better scientific attitude as compared to rural B.Ed., Trainees. Similar to the findings of Ali (2014), he investigated the scientific attitude of adolescent students in the Visakhapatnam district in Andhra Pradesh.

It is found that there is a significant difference between scores on the Academic Achievement of B.Ed., trainees with respect to their Gender. The major findings of the result that Academic Achievement of Female B.Ed., trainees are higher than the mean score of Male B.Ed., Trainees. Similar to the findings of Sarsani and Ravi (2010) investigated achievement in mathematics of secondary school students in relation to selected variables in Andhra Pradesh. The findings indicated a significant difference between the mathematics scholastic achievement of boys and girls.

RECOMMENDATIONS OF THE STUDY:

To develop the Scientific Attitude of Trainees should be free to attempt their own patterns of exploration.

Teacher educators should create interest in science teaching by organizing science exhibitions and science fairs. Scientific magazines, journals, and Innovative inventions, etc., should be in college.

Discovery and Constructivist approaches should replace the conventional method in science teaching.

The student teacher’s home learning environment transitions into a structured learning environment are necessary for parents.

SUGGESTIONS FOR FURTHER RESEARCH:

Based on the findings of the present study further studies are suggested to be conducted in the future are as given below:

The present study was confined to the B.Ed., student teachers, whereas, Similar studies may be conducted on Scientific Attitude and Academic Achievement among Students at School Level

The study may also be conducted with different Colleges such as; Arts and Science Colleges, Medical and Engineering.

An experimental study could be undertaken to study the effect of scientific attitude with regard to academic achievement.

The study can be extended further by including other familial variables like the presence of siblings, birth order, and socioeconomic status.

CONCLUSION:

The present study reveals that there is several B.Ed., trainees who are having an above-average of the scientific attitude. However, the Academic Achievement of B.Ed., trainees are quite high. The study finally shows that there is a relationship between Scientific Attitude and Academic Achievement of the B.Ed., trainees. Therefore, the Investigator hopes that the present study would surely help to understand B.Ed., trainees better, so that remedial measures for those lacking in this area may be given an improvement and support to those having a high Scientific Attitude to further increase and enhance their Academic Achievement.

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Received on 20.12.2020 Modified on 14.01.2021

Res. J. Humanities and Social Sciences. 2021; 12(2):51-58.

DOI: 10.52711/2321-5828.2021.00009

Variable	Source of variation	Sum of squares	df	Mean Square	‘F’ value
Scientific Attitude	Between	2025.579	2	1012.789	5.782*
	Within	164293.380	938	175.153
	Total	166318.959	940
Academic Achievement	Between	104.809	2	52.405	1.410**
	Within	34864.094	938	37.169
	Total	34968.903	940