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| Pakistan Research Repository | Home |
Title of Thesis |
| Author(s) Lubna Shah |
| Institute/University/Department Details University of the Punjab |
| Session 1993 |
| Subject Home Economics |
| Number of Pages 221 |
| Keywords (Extracted from title, table of contents and abstract of thesis) socio-psychological VARIABLES, education, achievement, motivation, aspiration level, academic achievement, children, parental interest, dropouts, AZAD KASHMIR |
Abstract In the light of theoretical and empirical literature on achievement motivation, it was observed that the pattern of achievement motivation a child develops depends on the class subculture in which he is socialized. Another factor in which the social environment appears to determine the aspiration level of a given individual is the aspect of his parents' education. Research evidence also indicates that, early independence training and encouragement leads to the development of high levels of need-achievement in children; and further, that the need achievement is negatively related to general rigidity and positively related to permissiveness in parental control. The conception of self is found to be influential in the development of a person's cognitive structure, value orientation and behaviour pattern. OBJECTIVES OF THE STUDY The study aimed at: 1. To find out if levels of fathers occupation affects the academic achievement of children. 2. To find out if parents level of education had affect on the academic achievement of children. 3. To find out if parental interest for their children's education affects the academic achievement of children. 4. To find out if the permissiveness in parental control had affect on the academic achievement of children. 5.To find out the affect of the level of self-esteem of children on their own academic achievement. METHODOLOGY The universe for this study was fifty schools in various districts of Azad Kashmir. The high schools selected were located in various sections of Muzaffarabad, Kotli, Mirpur, Poonch and Bagh. These schools draw students mostly from their respective villages. It was an indirect method to select a sample of students belonging to different social strata. The tenth class in all these schools was select, age range of students being 14-16 years. From the total number of 1000 respondents, 640 students were boys and 360 were girls. This was due to the fact that there is nearly twice the number of High Schools for boys than girls. A questionnaire was developed for the collection of data. The questionnaire was distributed to the selected sample of tenth class students with the help of their class teachers. The teacher's help was also requested for information regarding the records of the last three academic examinations results. Scoring and measurement was done according to a pre-decided procedure. The chi-square (X2) test was applied to test the hypotheses. HYPOTHESES The hypotheses formulated included relationships between levels of father's occupation, parents education, parental interest for their children's education, type of parental control i.e. permissive or restrictive, childrens level of self-esteem and the academic achievement of children. FINDINGS There were five hypotheses tested to see their affect on the academic achievement of children (Dependent Variable). On the basis of the findings hypothesis number one was rejected and all other hypotheses were supported. The findings for the first hypotheses showed a negative relationship between father's occupation and children's academic achievement. The result showed that about one fifth (20.2 percent) of the father's of the respondents had a high level of occupation but approximately one tenth (9.6 percent) of the respondents had high level of academic achievement. The evidence presented in present research points to several conclusions about the relationship between fathers occupation and children's academic achievement. It was found that the children whose fathers had high occupational level were not high achievers academically and those parents with low level of occupation which was greater in percentage (58.4%) had more children who had a medium level of academic achievement. The findings did not support the hypothesis that the higher the level of fathers occupation the higher the academic achievement of children. The findings for the second hypothesis showed a positive relationship between parents education and academic achievement of children. Majority of respondents' fathers had a medium level of education 48.7% for boys and 51.1% for girls. And that in the academic achievement again majority of the children had medium level of academic achievement. More than fifty percent (53.1%) mothers had no education at all. 27.1% percent had high level of education which was secondary and above. Girls reported more' highly educated mothers than boys 29.5% as compared with 25.8%. Both boys and girls had mothers who had a low level of education 49.4% of girls and 55.1 % of boys. 13.3 girls had high level of academic achievement whereas both their parents were reported to have more percent of higher level of education than those of boys. The comparison of results of boys and girls show that girls were better than boys in the academic performance. Findings supported the third hypothesis, that there is a significant relationship between parental interest for their children's education and the academic achievement of children. It was found that parental interest and encouragement played a very important role in determining the level of children's educational aspirations and achievements. The result showed that educated parents take interest in their children's education and encourage them ill their educational pursuits. 60.1 % respondents' parents took a medium level of interest in their childrens' education. The results show visible difference in the level of interest that parent take for their sons and daughters education. 21.9% parents of the girls had high level of interest in their daughters education. Whereas 27.5% parents had higher parental interest in their sons education. The boys and their future was more or less the same. Boys were encouraged to read extra books and magazines whereas girls were seldom allowed to do so. Boys were encouraged to take part in extra curricular activities. Children were given encouragement in academic success mostly verbally and in about one third cases materially. Parents took interest in their children's examination etc. even if they were illiterate themselves. The findings of the fourth hypothesis showed a significant positive relationship between the two variables. It was found that on the whole children from permissive families achieved higher academically as compared to the children from less permissive or restrictive families. But when boys and girls were taken into account separately the relationship was significant for boys only. The reason for this is that Azad Kashmir culture does not allow their women folk Le. girls freedom in independent behaviour in other words, they have a more restrictive parental control over girls than boys e.g. boys are allowed to take part in family discussions, decisions and' choice of friends etc. Whereas, girls are not. Most boys could go alone to other villages or towns or to parties and movies alongwith their friends, whereas, in the case of girls it was not allowed at all. Among the high academic achieving children 39.4 percent of them had highly permissive parents. The parents had a more low permissive control (i.e. these are restrictive) for girls than buys. 52.7% for girls and16.4% fro boys. Though there was a low level of permissiveness in parental control over their daughter. Academically they had a higher level of academic achievement than boys. In the findings of fifth hypotheses a significant relationship was found between level of self esteem of respondents and their academic achievement. The level of significance was higher for boys as compared to the significance level for girls. It indicated that the respondents who had a high level of self esteem had better academic achievement as compared to the respondents who had a low level of self-esteem. The findings confirmed that level of self-esteem of children positively affected their level of academic achievement. The results showed that both boys and girls had a high level of self esteemed. 49.1 % boys and 40.8% girls. The results also showed that both boys and girls who had low level of self esteem had low level of academic achievement also. IMPLICATIONS 1. The study will help to understand the development of those sex differences found so as to plan more effectively how to enhance positive effects and lessen the interference of negative ones. 2. The specific reasons for the decline in achievement score and increase in the number of drop-outs in later grades, so that curriculum may be improved and possible change in teaching techniques may be made. 3. The awareness of the importance of the girls education. 4. The encouragement of certain socio-psychological behaviour, during pre-school years may act to facilitate the child's acquisition of the basic academic skills in late years. |
| Download Full Thesis |  54646.36 KB |
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| S. No. | Chapter | Title of the Chapters | Page | Size (KB) |
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| 1 | 0 | Contents | 2510.01 KB |
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| 2 | 1 | Introduction | 1 | 4144.08 KB |
| 1.1 | Statement Of Problem | 7 | ||
| 1.2 | Objectives Of The Study | 7 | ||
| 1.3 | Significance Of The Study | 7 | ||
| 1.4 | Derivation Of The Hypotheses | 14 | ||
| 1.5 | Indicators Of Variables | 15 | ||
| 1.6 | Methodology | 17 | ||
| 1.7 | Limitation Of The Study | 17-A | ||
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| 3 | 2 | Theoretical Dimensions Of The Study | 24177.05 KB |
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| 2.1 | Influence Of Fathers Occupation And Socio-Economic Status On The Academic Achievement Of Children | 18 | ||
| 2.2 | Influenced Of Parents On Academic Achievement Of Children | 25 | ||
| 2.3 | Influence Of Parental Permissiveness Versus Restrictiveness On The Academic Achievement Of Children | 31 | ||
| 2.4 | Influence Of Parental Interest And Encouragement On The Academic Achievement Of Children | 35 | ||
| 2.5 | Effect Of Parent’s Education On The Academic Achievement Of Children | 50 | ||
| 2.6 | Effect Of Family Structure On The Academic Achievement Of Children | 55 | ||
| 2.7 | Influence Of Parents And Home On The Academic Achievement Of Children | 60 | ||
| 2.8 | Influence Of Parent Child Interaction On The Academic Achievement | 66 | ||
| 2.9 | Influence Of Socialization Patterns On The Academic Achievement Of Children | 71 | ||
| 2.10 | Effects Of Self Concept On Academic Achievement Of Children | 77 | ||
| 2.11 | Reason For Dropouts In Schools | 86 | ||
| 2.12 | The Achieving Societies And Motivation | 90 | ||
| 2.13 | Patterns Of Family Values And Education In Azad Jamu And Kashmir | 97 | ||
| 2.14 | Seventh Five Year Plan | 109 | ||
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| 4 | 3 | Methodological Perspective Of The Study | 114 | 4455.52 KB |
| 3.1 | Data Foundation Of The Study | 114 | ||
| 3.2 | Method Of Data Collection | 114 | ||
| 3.3 | Format And Content Of Questionnaire | 117 | ||
| 3.4 | Method Of Data Analysis | 122 | ||
| 3.5 | Construction Of Scales | 141 | ||
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| 5 | 4 | Analysis Of Data And Interpretation Of Findings | 144 | 9063.65 KB |
| 4.1 | Hypothesis Number 1 | 144 | ||
| 4.2 | Hypothesis Number 2 | 151 | ||
| 4.3 | Hypothesis Number 3 | 162 | ||
| 4.4 | Hypothesis Number 4 | 169 | ||
| 4.5 | Hypothesis Number 5 | 177 | ||
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| 6 | 5 | Summary | 184 | 1995.55 KB |
| 5.1 | Summary And Findings | 184 | ||
| 5.2 | Conclusion | 193 | ||
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| 7 | 6 | Recommendations | 201 | 8604.93 KB |
| 6.1 | Future Research | 204 | ||
| 6.2 | Bibliography | |||
| 6.3 | Appendix | |||
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