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Academic Achievement as Related to Adjustment of the Undergraduate Students
(University of Rajshahi, 2011) Kumar, Parimol; Khan, Md. Mozibul Huq Azad
The study was designed to investigate the relationship between academic achievement and adjustment of the undergraduate students. The independent variables were home, health, submissiveness, emotionality and hostility adjustments. The • dependent variable was academic achievement of the respondents. Randomly selected two hundred and eighty undergraduate students from three faculties (science, arts and commerce) of Rajshahi University were respondents of the study. All the respondents were the students of first year honours course and their age ranged from eighteen to twenty. Five hypotheses were formulated to test in this study: i) Academic achievement of excellent/better home adjusted group of students would be higher than that of the poor home adjusted group of students. ii) Academic achievement of excellent/better health adjusted group of students would be higher than that of the poor health adjusted group of students. iii) Academic achievement of the highly submissive respondents would be higher than that of the poorly submissive respondents. iv) Academic achievement of the better emotionally adjusted group of students would be higher than that of the poor emotionally adjusted group of students. v) Academic achievement of the better hostility adjusted group of students would be higher than that of the poor hostility adjusted group of students. To collect data for the present study an adapted Bangla version of the Bell Adjustment Inventory was administered on the respondents. In order to analyze the relationship of academic achievement with adjustment the correlation coefficients were computed by employing Pearson Product Moment Method. For further analysis of these relationships, one way analysis of variance and t-test were applied on academic achievement scores of the various levels of adjustment areas. The results indicate that there is a significant negative correlation between academic achievement and adjustment. This negative correlation does not suggest negative relationship between the adjustment and academic adjustment. Because, in all the five areas of adjustment, low score indicates excellent/better adjustment and high scores of academic achievement indicate highly academic performance. The results of ANOVA and t-tests also suggest that academic achievement of the excellent/better adjusted students is significantly higher than that of the good, average, poor and unsatisfactory adjusted students in all the five area of adjustment.
Creativity and Self Concept of Secondary School Students as Function of Gender, Academic Achievement and Socio-Economic Status
(University of Rajshahi, 2014) Ahmed, Rasel; Haque, Md. Enamul
The present study designed to investigate the creativity and self concept of secondary school students of Bangladesh with reference to gender, academic achievement and socio-economic status. Towards this end, the study was conducted on 320 secondary school students (160 Boys and 160 girls) selected purposively from Rajshahi City, Bangladesh. In light of the review of literature, it was hypothesized that 1) boys would possess more creative abilities and higher self concept than girls (H1), 2) high achiever students would possess more creative abilities and higher self concept than low achiever students (H2), 3) the respondents of upper middle SES would possess more creative abilities and higher self concept than the respondents belong to lower middle SES (H3), 4) there would be a significant positive relationship between creativity and self concept of secondary school students (H4), 5) secondary school students’ creativity can be predicted by their self concept (H5), 6) secondary school students’ creativity can be predicted by different dimensions of self concept. (H6) and 7) secondary school students’ self concept can be predicted by different dimensions of creativity. (H7). Following standard procedures, the measuring instruments used in this study were (i) Demographic and Personal Information Sheet, (ii) ‘Creativity Scale’ developed by the researcher (iii) ‘Self Concept Scale’ developed by the researcher. Obtained data were analyzed through mean, SD, t-value, correlation coefficients and regression analyses. Results of the study provided confirmation to the hypotheses. t-value indicated that secondary school students’ creativity and self concept significantly differed with reference to academic achievement and socioeconomic status but with reference to gender, only the self concept of secondary school students significantly differed. Correlation coefficients indicated that secondary school students’ creativity was significantly positively associated with their self concept. The value of adjusted R2 through regression analyses revealed that creativity was one of the strongest predictors to explain 71.9% variance of self concept of secondary school students. Standardized Beta (b) coefficients also showed that the increases of 1 standard deviation unit in creativity, increases .849 standard deviation unit in self concept. Furthermore, part correlation coefficient also indicated that the unique contribution of ‘creativity’ to explain the variance in self concept of secondary school students was 72.08%. The value of Adjusted R2 through regression analysis also revealed that as predictor variables, physical self concept explained 48.5%, educational self concept explained 57.6%, scholastic competence explained 58.3%, moral self concept explained 56.7%, social self concept explained 58.0% and global self worth explained 59.4% variances of criterion variable or creativity. Thus, different dimensions of self concept (i.e. physical self concept, educational self concept, scholastic competence, moral self concept, social self concept and global self worth) were stronger predictors to explain secondary school students’ creativity. Again as predictor variables, artistry explained 55.4%, intellectuality explained 60.5%, disciplined imagination explained 55.9%, self strength explained 49.9%, inquisitiveness explained 49.9% and environmental sensitivity explained 48.4% variances of criterion variable or self concept. Thus, different dimensions of creativity (i.e. artistry, intellectuality, disciplined imagination, self strength, inquisitiveness and environmental sensitivity) were stronger predictors to explain secondary school students’ self concept.
Effect of Air Pollution on Aggression, Anxiety and Academic Achievement of School Children
(University of Rajshahi, 2008) Azad, Md. Adul Kalam; Afsaruddin, Md.
The present study is an empirical investigation into the effect of air pollution on aggression, anxiety and academic achievement of 1724 secondary school children (of classes VIII, IX & X and of 12 to 15 years of age) in Dhaka city. Two sample groups of children - one (N=848) from high air polluted area and the other (N=876) from low air polluted area ( according to the report of the Department of Environment-Do£, Bangladesh) were selected. Three separate scales - The Air pollution Scale for Children (APSC) developed by the researcher himself, separate Bengali versions of anxiety and aggression scales from the Personality Inventory for Children (PI CWirt, et al, 1990) were used. APSC was administered on two groups of children and the aggression scale and the anxiety scale were used on the parents of the children. The results of annual examination of the children for two consecutive years were used as their academic achievement. It was hypothesized that children group affected with high air pollution (HAG) would show (a) higher aggression, (b) higher anxiety and ( c) low academic achievement than children group who are less affected with air pollution (LAG). Result analyzed through t-test confirmed the three hypotheses.