INTRODUCTION:
The socio-economic fame influences not
only the physical setting wherein the home and adjacent environment but also are
placed however additionally the socializing method. It influences behaviors,
intellectual and nonintellectual-through class sure customs, values and
lifestyles modes that are directly or indirectly involved. This is to indicate
that personality patterns, child rearing practices, intellectual and
non-intellectual behaviors are all products of the social class and socio-
economic fame to which character belongs. So within the present study it's been
attempted to find that relationship between academic anxieties and socio-
economic status of higher secondary school students and dependency of academic
anxiety on gender and type of school. academic anxieties.
REVIEW
OF LITERATURE:
Mukherjee, M. M. (2019). conducted study
on social economic background and academic anxiety of students. She studied on
master of education program for a group of 100 students. She used R. L.
Bhardwaj’s Status Scale of Socio-Economic (SESS). Islam, T. (2017). did an
exploratory work on academic anxiety of secondary school students on their
intelligence and gender. Kaur, H., (2018) did work in the field of academic anxiety
and school adjustment among students of adolescent age group. Their
interpretation reflected that adolescents of orphanages had lower academic
anxiety than the adolescents living with their parents or in families. The
scores of adolescent girls were higher than the boys. Atieq Ul Rehman (2016)
studied Academic Anxiety among Higher Education Students of India, Causes and
Preventive Measures. According to him, opting higher education in itself is a
big challenge mostly in developing and underdeveloped countries. Mehta, R
(2016) developed relationship between parental aspiration and academic anxiety
in adolescence. She suggested that Academic anxiety, parental aspirations and
accruing academic achievement of adolescents are concurrent symptoms or characteristic
behaviours which exist and act together like a psychological syndrome. Mohd
Abid Siddiqu (2016) did study in Academic Anxiety among Reserved and
Non-Reserved Category Senior Secondary School Students of Jammu Division. They
found that Non-reserved categories students studying at senior secondary
schools were more prone to severe academic anxiety. Banga, L., C. (2014)
studied regarding Academic Anxiety among High School Students In Relation To
Different Social-Categories. According to him the academic anxiety among high
school students in relation to different social categories. Joshi, M and
co-authors (2012) studied in the area of academic anxiety of urban mid
adolescent age group school children. Deb, S. et al. (2010) studied about
academic anxiety among high school students in India. They gave comparison
across gender, school type, social status and spending quality time with their
parents.
Pizzie, R. G., (2019) studied the academic
anxiety inventory and evidence for dissociable patterns of anxiety related to
math and other sources of academic stress. They shown relationship between the
parameters of academic anxieties and to identify items that uniquely governs
the academic anxieties. Gencer, Y. (2019) analyzed about students' of Secondary
School and their anxiety levels. The parameters of study were gender, marks,
Socio-economic status and habit of reading. Objective of his study is to relate
reading anxiety levels of secondary school students with respect to their
gender, marks, socio- economic status. Abdu-Raheem, B. O. (2015) studied about
parents economic Status as for predicting the Academic Performance of secondary
school students' in Ekiti State, Nigeria. Kalaycioglu, D. B., (2015) studied
about influence of socio-economic status, self-efficacy, and academic anxiety
on the students of Mathematics in England, Greece, Hong Kong, the Netherlands,
Turkey, and the USA. The purpose of his study is to examine relationships among
the such variables as socioeconomic status, math self-efficacy, anxiety, and
mathematics achievement using structural equation modeling. Lawrence, A. S.
(2014) proposed relationship between study patterns and academic achievement of
Higher Secondary School Students. He found that there is significant
relationship between study habits and academic achievement of higher secondary
school students.Mahigir, F. & Karimi, A. (2012) explored parents socio
economic background, mathematics anxiety and academic achievement. Huilin Chen
(2012) conducted study about Impact parental pressure, socio-economic status
and anxiety among Chinese High School Students.
Crystal et al. (1994) conducted
Cross-Cultural Study of Japanese, Chinese, and American High School Students.
Their study was about psychological adjustment and academic achievement.
STATEMENT OF PRESENT RESEARCH PROBLEM:
The problem is stated as “A study of
academic anxiety of higher secondary school students in relationship to their
socioeconomic background in Balangir district, Odisha.”
OBJECTIVE OF THE
STUDY:
The objective of the present study is as following
1. To find out the relationship between Academic anxiety
of the secondary students with their socioeconomic status.
2. To compare the academic anxiety of students of
government and private secondary schools.
3. To compare Academic Anxiety of higher secondary school
students with respect to their gender.
HYPOTHESIS
OF THE STUDY:
H01 : There will be no significant relationship
between academic anxieties and socio-economic status among higher secondary
school students.
H02 : There will be no significant difference
between higher secondary school students of Government and private schools with
respect to academic anxiety.
H03 : There will be no
significant differences based on the gender of higher secondary school students
with respect to their academic anxiety.
Variables of the present
study:
· Socioeconomic background
· Academic anxiety
· Gender
· Type of school
Selection
of Research Method:
In the present study survey method has been used.
Sample design:
In the present study 2 Government and 2 private
schools of Balangir have been selected for sampling. The sample of study
comprises 50 girls and 50 boys students of two sections from each school of
class 11th.
Table 1: Table of Population for Girls and Boys
|
Sr.
|
Name of Schools
|
Board
|
Boys
|
Girls
|
|
01
|
Government Womens Higher Scondary School, Balangir
|
CBSE
|
50
|
50
|
|
02
|
Panchayat Samiti Higher Secondary School, Deogaon,
Balangir
|
CBSE
|
50
|
50
|
|
03
|
JITM Higher Scondary School, Balangir
|
CBSE
|
50
|
50
|
|
04
|
Rajendra Higher Secondary School, Balangir
|
CBSE
|
50
|
50
|
Tools
Used in Present Study:
The questionnaire-based tool has been used
in this research work. The questionnaire is self-prepared and having the
questions for measurement of a study of academic anxiety of higher secondary school
students in relationship to their socioeconomic background in Balangir
district, Odisha.
Hypothesis 1:
There will be no significant relationship
between academic anxieties and socio-economic status among higher secondary
school students.
By analyzing above table, mean score of
academic anxiety and socio-economic status are 4.04 and 4.24 respectively. The
standard deviation for academic anxiety and socio-economic status are 1.89 and
2.19 respectively. The coefficient of correlation between the scores of
academic anxieties and Socio-Economic Status is found as 0.97 which was found
to be significant for df value of 98 at 0.05 level. So the hypothesis 1 is
rejected.
Result :
There is significant relationship between
academic anxieties and socio-economic status among higher secondary school
students.
Graph 1 Graph for
relationship between academic anxieties and socio-economic status among higher
secondary school students
Hypothesis
2:
There will be no significant difference
between higher secondary school students of Government and private schools with
respect to academic anxiety.
The scores of mean for
Government and Private schools students are 0.24 and 0.18 respectively. The
standard deviation for Government and Private schools students are 0.05 and
0.049 respectively. For df value of 98 at 0.05 level table value is 1.98 where
as calculated value is 0.0068 which is less than table value. So the hypothesis
2 is accepted.
Result:
There
was no significant difference found between students of Government and private
schools with respect to academic anxiety or in other words academic anxiety
remains same due to socio-economic status in Government and private school
higher secondary school students.
Graph 2 : Graph for school
students of Government and private schools with respect to academic anxiety
Hypothesis
3:
There will be no significant differences
based on the gender of higher secondary school students with respect to their
academic anxiety.
Table 4 : Table for
male and female higher secondary school students with respect to their academic
anxiety
|
Variables
|
Count
|
Mean
|
Standard Deviation
|
CR
|
Variance
|
|
Boys
|
50
|
34.14
|
11.89
|
1.33
|
Insignificant
|
|
Girls
|
50
|
37.42
|
12.79
|
The scores of mean for boys and girls
students are 34.14 and 37.42 respectively. The standard deviation for
Government and Private schools students are 11.89 and 12.79 respectively. For
df value of 98 at 0.05 level table value is 1.98 where as calculated value of
critical ratio is 1.33 which is less than table value. So the hypothesis 2 is
accepted.
Result :
There was no significant differences found
in academic anxiety with respect to the gender of higher secondary school
students or in other words level of academic anxiety remains significant in
boys and girls student due to their socioeconomic status.
Graph 3
: Graph for male and female higher secondary school students with respect to
their academic
anxiety
CONCLUSIONS:
1. There is significant relationship found between
academic anxieties and socio-economic status among higher secondary school
students.
2. There is no significant difference found between
higher secondary school students of Government and private schools with respect
to academic anxiety.
3. There is no significant differences found between male
and female higher secondary school students with respect to their academic
anxiety
DELIMITATION
OF THE STUDY:
1. The study is restricted to only two Govt. and two
private C.G.B.S.E schools of Balangir city.
2. The study is limited to boys and girls of 11th
class only.
3. The study is limited to 200 students only out of which
100 students from Govt. school and 100 from private school.
4. Each group of 100 students contains 50 boys and 50
girls students.
SUGGESTIONS:
Socio-economic status and anxiety are
vital for student’s progress in learning and development of personality. The
results have some implications for the high school students, educationalists,
counselors and also researchers. These implications are given below.
1. School students should know about the factors which
increases level of anxiety.
2. The findings of the work are helpful to the high
school students for decision making.
3. The area of SES and anxiety is trending in Researchers
due to do the current pandemic situation.
4. For parents of high school students : Parents should
maintain a rational and reasonable level of communication with their children.
5. Students should get opportunity to have interaction
with an acceptable social group.
6. Parents should notice their good work and motivate
their children by giving reward.
7. Students should get ample opportunity to meet with
students of joint family, for reducing their social lonlyness.
8. The students should get proper counselling to get
acquainted in school, home and society.
9. Yoga and meditation session should be the part of
their daily time table.
10. A separate cell should be established in the school to do deal with
student’s anxiety.
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