CHAPTER-1 INTRODUCTORY ORIENTATION 1.

1 INTRODUCTION
Education is the process through which an individual is developed and a person into a personality. Each person is different from the other. Every individual has some unique potential in some field or the other. Education doesnt simply refer to the number of years an individual spends in a school or college or in any educational institute. It refers to the change in behaviour, attitude and culture brought about in the individual as a result of having undergone education during a particular period. Thus the main characteristic of any educational process is to bring about the best in the individual. The root meaning of education is given as bringing up or leading or manifesting the inherent potentialities in a pupil. Education Commission 1952 has stressed this every aspect. The education system must make its contributions to the development of habits, attitudes and quality of character which will enable the citizen to responsibilities of democratic citizenship. The 2nd Session of UNESCO on November 12, 1997 through its resolution 44 (Article 10) has accepted that education is the strongest instrument of persons and societies which should be used to foster peace, justice understanding, tolerance and equality to the benefit of both the present and future generations. One of fundamental aims of education is the transfer of learning in order to solve new problems. The importance of education as an agency of modernization as well as source of employment has long been recognized in our national plans.
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An attempt to take a holistic view was made in 1986. The NPE-1986 is a landmark in the history of Indian education. The NPE-1986 also emphasized that education must play positive and interventionist role in correcting social and regional imbalances in empowering women. In all educational institutions, the whole teaching learning process is directed towards achievement in the academic field as well as in the sphere of co-curricular activities. The academic achievement is required to be of greater value so the students, teachers and parents strive towards it. As the total achievement level of the institution depends on the achievement of its students so achievement in relation to the students is of paramount importance. But it is a well known fact that all the students can never attain the same level of achievement in the examination and in the recent part it has been realized that number of failures is increasing. This has posed a problem before all those concerned with education and teaching. The large incidence of failure in the senior secondary school examination has been of great concern not only to the parents but also to the educators with the constitutional provision aimed at making the elementary education free and compulsory throughout the country, the scope and responsibility of the education have added new dimensions. One of the main concerns of the educators has been how to maximize the education of all children with due recognition of individual difference in ability. In Andhra Pradesh state in SSC (X class) public examinations, there were only 47.94% failures in the year 1981, but it was 67.15% in the year of 1986. Girija, Bhadra and Ameerjan 1975 made a study on the relationship between study habits and academic achievements of first on final year student of the undergraduates of university of agricultural sciences, Banglore.

Ruth Lee (1992) conducted a study on development of a study skill to improve grades in IX and XI class students. It is found that development of study skills, increased students achievement. Verma (1996) showed that students possessing good study habits scored higher the students possessing poor study habits in the English, Hindi and Social studies. On the other hand, students having poor study habits scored almost equal in Mathematics and General Science. Anderson and Lynn (1996) conducted a study on 30 students (age 14-18) of the use of technology to support students with learning disabilities as an effective study strategies. Intelligence and study scores were associated with strategy adoption level in a statistically significant way. Rama Rao, Parvathi and Swaminathan 1983 found that there existed no difference either between children of employed and non-employed mothers in their study habits. 1.2 - STATEMENT OF THE PROBLEMA STUDY OF THE ACADAMIC ACHIEVMENT OF SENIOR

SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR STUDY HABITS. 1.3 - INDEPENDENT AND DEPENDENT VARIABLESThis is the study to find out the relationship between two variables. The independent is study habits and dependent variable is academic achievement. 1.4 - GENERAL AND SPECIFIC MEANING OF THE KEY TERMS: Some terms and concept have been repeatedly used in this study. In veiew of unfortunate situation that terminology in behavioural sciences unlike
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that in physical reference has not yet attained a standardized forms it appears necessary that their difinition as accepted for this study are given so that any term may not means different things to different readers of the dissertation. It is obvious that the investigation has not carried his non definitions, but has for each term selected the one from those given in standard text books which was found to have best surved the purpose of the present study. In case of each term or concept the accepted definition is preceded by a brief discussion of how it is viewed by different authors. 1.5 - ACADEMIC ACHIEVEMENT : To the determine the academic achievement in class XI th, the help of high school marks was taken. The marks tell, to a great extent about the level of achievement of the student. 1.6 - STUDY HABITS : Study habits differ from pupil to pupil. Many pupils do badly academically, due to factors is unhealthy study habits which often result in poor academic performance even among the naturally bright. In this study the investigator observed carefully to XIth class student study habits. 1.7- STUDY HABITSIt is well known that study habits of a learner has an impact o his achievements. As we are aware that every student uses some method to study the prescribed course. These methods are very typical and the students differ to a great extent in their methods of studying. It is these methods which take the form of habits formed by the students. Every student desires to be a good student so that he may be liked by others and do well in his future life. He tries his best to improve his methods of study
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following the example of brilliant students. Study habits are the ways in which the student organizes and plans his study and how he follows the plans made in advance. Preparing of time table for studying at home, using library books, preparing ones own notes etc. come under these habits. It is found that g ood students have a well organized and planned timetable. They follow them very sincerely. Once a habit is formed, it is difficult to mould or change it therefore it is necessary to form good study habits in the students. Teachers as well parents should train the child specially in forming good and effective study habits because they remain with the students throughout their lives. 1.8 - Importance of study habitsIt has been recognized in both teaching and research that students entering the moving on to further education, meet a range of demands study which are quite different from those in the lower secondary school. In general, students are expected to work with greater independence, than before and may find the transition they have to make a very difficult one. This statement shows that study methods are important for training and Success in academic career especially for higher level because the students have to depend on self study. A positive relationship between academic success and systematic study habits. Not all of the systematic methods used appeared to be desirable, but this may indicate that the establishment and maintenance of some sort of system, even and inferior one, may be of considerable assistance to a student trying to his life and to organize his knowledge for his own use.

Good study habits formed by the students, motivate him to use to be up-to-date in studies and to devote a sufficient amount of time to studies. Miller (1970) supports this idea, according to him the amount of time spend in self study is important for success. He concludes that there is no evidence about the best methods of study. One single technique can not suit to all individuals. Study habits provide the students a guideline for studying. The Students can rely on them to gain success in academic field. 1.9 - ACADEMIC ACHIEVEMENT-: Academic achievement is the level of that knowledge and capabilities which a child receives at the various stages in school. This Achievement is in the field of reading writing etc. The marks received by the child in his various subject is known as academic achievement. According to Stephens (1960) the future life that visualize for each child will be impossible unless he has some skills in the intellectual or scholastic arts.this ability to salsify his more primitive needs likewise depends to a large extent on his competencty in many scholastic subjects. The means of academic achievement is not the responsibility of the school but a group as whole. Earlier studies showed that intelligence was one of the most important factors determining the academic achievement. In all school and college emphasis is laid on academic achievement. By academic achievement we mean the achievement of the students in different subjects prescribed for study. Generally this achievement is tested through the various examinations conducted by the school itself or by the state government and central government on state and national level. The marks scored in these examinations are regarded as the record of students academic achievement.

When we talk of achievement the question arises. Does the achievement of one student differ from other students? The reply is in the affirmative because all students cannot be high achievers or low achievers. Now, it is to be understood what is meant by the concept of high achievers and low achievers.

1.10 - Need of the study:The present study is primarily concerned with the described of study habits of senior secondary schools student and relationship of academic achievement. The external factors like study habits are also helpful in improvement of learning various subjects and resulting in good achievement. It is seen that those student who follow regular schedules of study and pay full attention to each subject, do well in their examinations and contrary to this those who are very irregular in studies are enable to fare well in different examinations. Thus the present study is conduction in order to find the degree of correlation between study habits and academic achievement. The effect study habits senior secondary school students and specially the students of class XI on their academic achievement by formulation of the hypotheses that are the further tested. This study is conducted to establish a relationship between study habits and academic achievement.

1.11 - "objective" 1. To study the relationship between academic achievement and study habits of senior secondary school students. 2. To compare the academic achievement of senior secondary school students having good & poor study habits. 3. To compare the study habits of male and female senior secondary school students. 4. To compare the study habits of government and private senior secondary school students. 5. To study the difference in study habits of male and female senior secondary government school students. 6. To study the difference in study habits male and female senior secondary private school students. 1.12 "Hypothesis" 1. There is no significant relationship between academic achievement and study habits of senior secondary school students. 2. There is no significant difference in the academic achievement of senior secondary school students having good and poor study habits. 3. There is no significant difference between the study habits of male and female senior secondary school students. 4. There is no significant difference between the study habits of government and private senior secondary school students. 5. There is no significant difference between the study habits of male and female senior secondary government school students. 6. There is no significant difference between the study habits of male and female senior secondary private school students.

1.13 - DELIMITATION OF STUDY: The geographical area of this study is urban area of Lucknow city Uttar Pradesh. The present study deals with XI grade student The present study deals with co-educational institutions. Both English and Hindi medium students are taken into this study. The students of government and private schools selected for the study. 3 schools were selected for the present study.

CHAPTER -II REVIEW OF RELATED LITERATURE The Phrase "Review of related literature "Consists two word, "Review" and "literature",. In such methodology the term literature refers to the knowledge of a particular area of investgation on any discipline which includes theoretical, political and its research studies. The term Review means to organize of knowledge to show that this study would be an addition to this field. Review of related literature is one of the most important aspects of research. It not provides sources of the problem but also helps in formulation of hypothesis, selection of methodology and using appropriate statistical techniques. A review of the literature in whic conceptually and practically important variable are selected. Review helps the related to the study to whose validity is being assessed at present. Review helps a researcher in identifying the significant overlaps and gaps among the prior work. It also helps in determining meaning and relationship among variables. Due to these advantages the researcher has made and attempt to go though the relevant literature. Few Studies which have been found related to the present study have been given below. In Wrenn's 1933 first study habits inventory, the items were based on the responses of the high achieving and the low achieving pupils, who were matched with regarded to their intelligence and major field of study. Wrenn and Humber (1941) showed that the study habits are associated with scholastic achievement. Mary Esthar (1945), analyzed the study habits of catholic high school students by imploying the otis advanced examination and the enrich study habits inventory. Statistically significant difference were reported between the study
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habits of the most successful and least successful students and between the bright and the dull students. Carter (1950) conducted two study method test on 800 Educational Psychology students. He compared the study habits score with the composite measures of achievement. The correlation ranged from 0.46 to 0.51. Burnett 1951 reported that the students taking how to study course increased their cumulative grade point averages. Carter's (1953) Study method test was administered on 130 educational psychology students and 129 seniors in a califoria college preparatory high school. In pre-instance, a correlation with mid-term test score was 0.40 and in the post instance the correlation with the senior year grade averages was 0.60. Patel (1954) and Chauhan and sing (1954) found that a positive relationship between study habits and academic achievement of school going children. Charter (1955) found a moderate linear relationship between study habits and academic scores. Holtzman and Brown (1956) constructed and validated a selfrating questionnaire that measured "A student aptitude and motivation towards studying as well as his study habits." The questionnare was validated on a fresh sample of 219 men and 176 women. Correlation of 0.50 and 0.52 were obtained for the sample of man and women respectively. Norton (1960) made on investigation on the relationship of study habits and achievement in IX grade V general science. He found that the achievement in general science was not associated with study habits.

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Diener (1960) obtained the similarities and differences between over achieving and under achieving students and also observed that the two groups differed significantly in respect of their study habits. The over achieving males had better study habits. Samuel and Rao (1967) conducted a study on a sample of 500 PUG students and found that there is significant correlation between the habit scores and academic achievement of the students. It is clear that the achievement shows positive relationship with the study habits. Aggarwal and Saini (1969) found that poor correlation doesn't however imply that study habits are not important and do not help in achievement. Krishanmurthy and Raja Rao (1969) conducted a study on 300 children in Coinbatore. They observed that there is significant correlation between the study habits and academic achievement of the urban students and also there is highly significant correlation between study habits and academic achievement of su-urban students. Girija, Bhadra and Ameerjan (1975) made a study on the relationship between study habits and academic achievement of first and final year students of the undergraduate of university of Agricultural sciences, Bangalore. The two groups differed significantly with regard to their study skills and achievement. (1.) Nirmal Kanta (1979) did a comparative study an study habits of high school students. Objectives1. To find out the various measure of study habits of success in scholastic performance in different school subjects. 2. To find out the contribution of various measure of study habits of success in scholastic performance in different school subjects.
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3. To find out the Variation in study habits with at age sex and Urban or rural area. 4. To examine the study habits in relation to the level of parental education, occupation and family income. Findingshabits. 2. Girl scored higher on study habits inventory. 3. Urban boys showed significantly higher scored than rural boys, but there was no significant difference between the study habits of urban and rural girls. (2.) B.R. Shejwal (1980) Objective- Did not investigation into study habits of college students. 1. To identify the good and poor study habits of students. And 2. To find out the difference, if any, between the study habits of boys and girls. Finding- 1. The boys were found to have better study habits than the girls. 2. There were gender differences in different aspects of study habits. 3. About 90% girls lacked the habit of preparing the topic in advance where as about 81% boys lacked this habits 4. The habits of note taking was absent among 50%-80%students. 5. The students had problems in planning their time for study developing good reading habits and taking examination. (3.) P.G. Ghalsani (1988) did a descriptive and experimental study in the field of study habits/skills of students in secondary schools. 1. Scholastic performance had positive relationship with study

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Objectives-: 1. To find out the trends and patterns in the existing study habits of students. 2. To explore the relationship between study habits and socioeconomic background. 3. To prepare a programme to develop the desired study habits/skills. 4. To find out the effect of the programme. 5. To ascertain the teachers views about students study habits/skills. Finding- 1. Significant difference were not noticed between the study habits scores and achievement scores. 2. The majority of students had no clear idea about the purpose of studying and the objectives of schooling. Their responses being better jobs knowledge social status etc. 3. Nearly 60% of the student could do silent reading but there lip movement and murmuring during silent reading. 4. Nearly 25% of the students could not get time for studying at home. 5. Over 70% of the student did not prepare a time table for studies. 6. Not more than 50% of the students get guidance from parents. 7. The analysis of variance of study habits indicated that the treatment through the programme provided was effective desired direction. 8. The analysis of co-variance of academic achievement indicated that treatment through the programme was effective in improving the achievement in the positive direction.
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(4.) Ruchi Kanth ((1989) studied the impact of directive counseling upon study habits and writing skills of grate VI & VII students. Objective were- 1. To measure the effect of directive counseling on study habits. 2. Measure the effect of directive counseling on writing skills. Finding-: 1. Counseling had a positive direction. 2. Counseling seamed to be more effective in the elementary classes where enough to learn more adequate responses for a teaching learning situation. (5.) Daljeet Kaur Gill and S.P.K kaklan 2000 carried out a research on the topic study habits of college going girls. Objective of this study were, 1. To identify the study habits of college going girls. 2. To Compare the study habits of medical, commerce and arts students. Major finding were, the study habits of the students belonging to the three groups are almost same. However, the students of medical and commerce group devoted more time, conculted text books prepared noted of difficult topic, revised by writing important point and influence on in a desirable

memorized though logical reasoning a large number of medical students take tuition from college teachers in the beginning of session from 2 to 3 hours daily for through understanding of subject matter and also for the preparation of entrance tests.
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(6.) Patnaik & Basayya (1991) reported that there was no signification relationship between study habits and achievement in mathematic. (7.) Ruthlee (1992) conducted a study on development of a study skill to improve grades in IX and class students. It is found that development of study skills increased student achievement. (8.) Stell & Parushothaman (1993) showed that there is no significant difference between the study habits of under achieving boys & girls. (9.). Ontsek & Watking (1994) found that the study habits are significantly correlated with the school grades of first year school student in Hong Kong. (10.) Rawat Leela (1995) showed that there was no significant difference between the study habits of boys and girls and their academic achievement. (11.) Furentera lucy and Rosalind (1995) found that the students study behaviour was significantly related to their success. (12.) Verma (1996) showed that students possessing good study habits scored higher achievement than students possessing poor study habits in the English, Hindi and Social studies. On the other hand, students having poor and good study habits scored almost equal achievement in Mathematics and General Science. (13.) Koteswara (1997) showed that the study habits total score significantly influenced on reading achievement of high school students. (14.) Al- Hilawani, Yasser & Aziz (1997) investigated the influence of GPP, academic majors and academic levels on the study skills and

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habits of 480 female (Average Age 21 year) student from all majors in the faculty of education at the united Arab- Emirates, University. Results showed that there was no significant difference on study skills and habits due to students academic livels. (15.) Gorden (1998) found that the students having good study habits possessed good achievement. Daljeet Kaur Gill and S.P.K. kahlon 2000 Carried out a research on the topic study habits of college going girls. Objectives of this study were, (1) To identify the study habits of college going girls and (2) To compare the study habits of metical, commerce and arts students. Major findings were, the study habits of the students belonging to the three groups are almost same. However, the students of medical and commerce group devoted more time, consulted text books, prepared \notes of difficult topic , revised by writing important points and memorized through logical reasoning. A large number of medical students taken tuition from college teachers in the daily for session for 2 to 3 hours daily for through understanding of subject matter and also for the preparation of entrance tests. Inferences drown from the Related review of literature:The investigator has gon through 30 international and national studies which have been conducted on the academic achievements of senior secondary school students in relation to their study habits. Patel (1981) found that there was a positive correlation between the study habits and their educational performance.

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Chopra(1996) indentified that the study habits were positively related to academic achievements. Verma(1996) showed that students prossessing goog study habits scorid higher achievements than student prossessing poor study habits. Gordan (1998) found that the students having good study habits possessed good achievements. Vanden Hurk(1998) showed that the study habits of medical students were correlated with their academic achievements. The above studies on study habits and academic achievements have shown that they are both relevan variables, which influence the quality and quantity of work output. Acadamic achievements can be improved by creating good study habits, which students can stimulate towards study.

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CHAPTER - 3 METHODOLOGY & DESIGN OF STUDY 1.14 - METHODOLOGY : This section explains the methodology and design of the study in detail. It includes description of the manner in which decision have been made about the type of data needed for the study, tool, its reliability, validity, its standardization sampling devices used for their collection. The purpose of their study is to find out the relationship between the student and their Academic achievement. The study has been designed keeping in mind: 1- Independent variable - study habits 2- Dependent variable - academic achievement The plan of research study is an overview of the total layout including a consideration of how work is to be executed. It is at this stage the decision crucial for the achievement of the objective of the study are made. These decisions include what measures are to be used for gathering data and sampling techniques? What kinds of data relevant to the study are collected, validity, reliability and standardization of tool and finally how is it to be analyzed. 1.15 - DESIGN OF THE STUDY Design is the heart of any research and reasearch according to international dictionary of education, "Reasearch means a systematic investigation to increase knowledge and understanding." Research in the field of education is categorized as educational

researches as Traver's (1970) defines "Educational research is that activity which is directed towards the development of science of behaviour in educational situation." In the words of MUNROF (1950) "The final purpose of education research is to ascertain principles and develop procedures in field of education." Research are generally divided into three categories of Historical,
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Descriptive, and Experimental. The approaches in all these three types and different from each other. 1.16 - HISTORICAL RESEARCH In historical research mostly events of the past are recorded, analyzed and interpreted with the purpose of recent and to a limited extent anticipating the future. It is the application of scientific method to the descrition and analysis of past event. 1.17 - EXPERIMENTAL RESEARCH An experimental research is one in which the primary focus is upon the variable relationship. Here certain variables are controlled or manipulated and their effect is basically describes what will happen when certain variables are carefully controlled and manipulated. 1.18 - DESCRIPTIVE RESEARCH The method adopted for the present study was descriptive and statistical in nature. Descriptive research is also known as non-experimental or correlation research is one, which describes, records, analysis and intercepts the conditions and the development of generalization extending its conclusions beyond the sample observed. A non-experimental research or descriptive research can be divided in to six main types viz field studies ex-post facto-research, survey research, content analysis, case study and ethnographic study.."A STUDY OF THE ACADEMIC ACHIEVEMENT OF SENIORS SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR STUDY HABITS."

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1.19 - CHARACTERISTICS OF THE SURVERY RESEARCH : Survey research may be defined as s technique where the researcher studies the whole population with respect to certain sociological and psychological variables. But a survey researcher rarely takes pains to make an approach to each member of the population or universe probably because it requires a lot of time, money and patience. Thus, he takes a convenient random sample, which is considered to be representation of the whole universe and subsequently an inference regarding the entire population is drawn. 1.20 - ADVANTAGES OF SURVEY RESEARCH : Survey research is one of the popular method in research of behavioral sciences. Its major advantages are given below. 1- Survey research has wide scope. In other words, though survey research is a great deal of information can be obtained by 2- Survey research is more accurate. 3- Survey research has been frequently used in almost all the social science. Hence the method has inter-disciplinary value. In fact, such researches provide raw materials, for a vast increasing 'gross disciplinary research. 4- Survey research is considered a very important and indispensable tool with maximal accuracy at the economical rates In this present study the investigator has followed Descriptive come survey Research as the methodology of The purpose of this study is to assess the relationship between study habits and academic achievement of the seniorsecondary school students.

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1.21 - POPULATION AND SAMPLE OF THE STUDY A population is usually defined as all the members of any well defined class of people, events or objects. It represents a census or complete enumemeration method in which all the units (person, households, classroom, classes, schools, methods or stratigies, text-books, tests, documents, as the case may be) are reached or At least theoretically conceived to have been reached. The merit of such a concept is that results obtained are representative, accurate and reliable and hence question of error becomes almost significant. In the present study, the students of senior secondary schools of Lucknow city constitute the population of the study. These students are related to different schools. All the students belong to class 11 th and they belong to different community, religion and castes. The student have different in their economical condition. They belong to the different society and community also. All the society and group have their own way of life. There are many senior secondary schools in the Lucknow city. All the students have their different acaemic achievements related to their study habits. 1.22 - SAMPLE : A sample is a subset of population units consisting of there elements. The members or units selected. The information or data collected inference or generalization made. "A sample is any member of persons selected to represent the population according to some rule of plan. Thus, a sample is a smaller representation of the population." 200 senior secondary school students studying in class 11th constitute the sample of the study. Purposing random sampling is the technique of selecting the sample of the study.

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There are so many schools in Lucknow city. Researcher has selected only 3 schools for her study. The name of the schools is are 1. Amirudhdula islamia Inter College 2. Lucknow Public Inter college 3. Farheen Public Inter College. Researcher selected the sample of senior secondary schools of Lucknow, city due to shortage of time, money and labour. Researcher selected only 200 senior secondary school students of Lucknow city. The students of belongs to boys and girls both. 1.23 - Formules used in present study:

Were F = Frequency x = Mid point N = No. of samples.

F = frequency d = Assumed mean N = No. of sampler c.1 = Class Interval

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 = Standard deviation of total population N = Numbers of samples t - test

M1 = Mean of the first group M2 = Mean of the second group = Standard error of mean Correlation - Product Moment

X = Deviation of X from means Y = Deviation of Y from Means DESCRIPTION OF THE TOOLS: 1.24 - Marks obtained in High School Exame To determine the academic acievement of class XI, the help of High School marks was taken. STUDY HABIT INVENTORY (S H I) 1.25 - The investigator has used study habit inventory (SHI) developed by This instrument was designed to measure the study habits of students at the post secondary level.

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CONSTRUCTION 1.26 - Weight age and Number of Items These nine sub-components of study habits were identified and subsequently validated by several experts. It was also found necessary to assign differential weightages to different sub-components of study habits. The weightages assigned by experts are indicated by the number of items in each subcomponents and items carry equal value. The weightages assigned to the nine sub-components are given in Table 1. TABLE -1 Sub-components Comprehension Concentration Task Orientation Study Sets Interaction Drilling Supports Recording Language Total Weighage 28% 23% 18% 7% 7% 7% 5% 5% No. of Items 12 10 9 7 3 4 4 2 1 52

Note: Since study set cannot be classified in terms of desirability and undesirability, they are not included in assigning weightages. In all 7 items were prepared to assess the study sets. 1.27 - Psychometric Properties In the development of any inventory, the item analysis is a commonly used practice and an important activity. In the development of this inventory, a
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different mechanism has been adopted. In view of the very nature of the behaviour being measured, it is felt that the subcomponents like concentration, task orientation etc. are reasonable units than the statements measuring each of these sub- components. Hence the assessment of the test properties has been restricted to the sub-test level. 1.28 - Discrimination Power : Test data on 180 students were analysed on the basis of total scores (summation of score of all the sub-components except the study sets), the response sheets were arranged in descending order. Top 60 and the bottom 60 scored sets were taken out to determine the discrimination power. For each of the sub-components, except the study sets, mean and standard deviation for the upper group and the lower group were computed. The mean difference was subjected to 't' test. The result of the analysis are given in Table2.

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TABLE-2 Upper Group Sub-Test M Total Comprehension Concentration Task Orientation Interaction Drilling Supports Recording Language 156.01 45.66 36.10 29.47 10.75 10.57 10.40 7.07 6.00 N = 60 SD 7.85 4.04 4.92 3.80 2.62 1.88 1.63 1.39 1.50 M 99.27 28.15 23.10 20.35 6.32 5.98 6.30 4.87 4.18 Lower group N = 60 SD 9.68 5.28 4.48 4.16 2.36 2.27 1.94 2.12 1.55 35.27 20.41 15.13 12.55 9.73 12.06 12.42 3.87 6.54 't'

The table indicates that 't' values were significant in each of the sub-tests. Each sub-test was as well as the total score. 1.29 - Internal Consistency - In the next analysis, internal consistency was checked by correlating the scores of the sub-test with the total test scores. The coefficients of correlations are given in Table 3.

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TABLE 3 Sub-test areas Comprehension Concentration Task Orientation Interaction Drilling Supports Recording Language Coefficients of Correlation .87 .49 .59 .58 .55 .59 .50 .49 Significance .01 level .01 level .01 level .01 level .01 level .01 level .01 level .01 level

Internal consistency is evident and all the coefficient are significant at .01 level and they range between minimum of .49 to a maximum of .87. 1.30 - Rellability The reliability of the whole inventory was worked out by using split-half method. The realiability coefficient is .91 which is fairly high and indicates that the inventory is reliable. 1.31 - Scoring Procedure The inventory comprises 52 items pertaining to line sub-components namely Comprehension (12 items), Concentration (10 items), Task Orientation (9 items), Study Sets (7 items), Interaction (3 items), Drilling (4 items) Supports (4 items), Recording (2 items) and Language (1 item) which characterize the basis of study habits. The items have been drafted in affirmative (34 items) and negative (18 items) forms. 1.32 - Affirmative (+) Items - 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 22, 23, 24, 25, 27, 29, 30, 31, 32, 34, 38, 39, 41, 43, 44, 46, 49, 50, 51, 52 (34 items).
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1.33 - Negative (-) Items - 10, 16, 17, 18, 19, 20, 21, 26, 28, 33, 35, 36, 37, 40, 42, 45, 47, 48 (18 items). The scoring guide given in the last page of consumable booklet of the inventory clearly stipulates that a positive item should be given 4, 3, 2, 1 and 0 for responses 'always', 'frequently', 'sometimes', 'rarely' and 'never' respectively, whereas the scoring precess should be reversed as 0, 1, 2, 3 and 4 for negative items. Maximum Total Score 208 and Minimum Total Score 0. Positive items - 4, 3, 2, 1, 0. Negative items - 0, 1, 2, 3, 4.

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CHAPTER - IV DISCUSSION AND INTEPRETATION In the present study the investigator had tried to make a discriptive study of academic achievement of senior secondary school students in relation to their study habits. The data collected on Topic score of the study habits & academic achievement were systematically analyzed with the help of suitable statistical technique in order to find answers to the questions raised in this study. The data was analyzed by means of computer. A part of data was also manually treated. This chapter is devoted to presintaion analysis and interpretation of data as per following scheme. 1.34 - Disctibution of sample according to Gender Gender Male Female Total N 100 100 200 Percentage (%) 50% 50% 100%

The above table shows that the total no. of male and female students are 200. The frequency of male students 100 and female students is 100. The percentage of male student 50 and female students is 50.

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1.35 - Distribution of sample according to school School Government Private Total N 1 2 3 Percentage (%) 33.33 66.66 99.99

The above table shows that the total no. of school of Govt. and Private 3 the frequency of Govt. College is 1 and freqency of private college is 3. 1.36 - Hypothesis no-1 There is no significant relationship between academic achievement and study bahits of senior secondary school students. Table - 1
STUDY HABITS STUDY HABITS Person Correlation sig. (2-tailed) N ACHIEVEMENT Person Correlation sig. (2-tailed) N 200 .695** .000 200 200 1 ACHIEVEMENT .695* .000 200 1

The correlation coeffeicient between study habits and academic achievement is observed 0.695. The correlation is positive and high in magnitude. It means that when there is an increase in the scores of study habits there will be also an increase the academic achievements of students.

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1.37 - Hypothesis No.-2 There is no significant difference in the academic achievement of senior secondary school students having good and poor study habits. Table No.-2 LEVEL N Mean S.D. Std. Error Mean Good Poor 54 54 72.7046 57.8943 7.04530 7.23170 .95874 0.98411 10.780 Significant at 0.05 and 0.01 Level t-Value (df-106) Significance

The table shows that the number of students having good study habit is 54. This is 27% of the total number of the students. The mean score of their academic achievement is 72.7046 and the standard Deviation score is 7.045. The number of students having poor study habit is also 54. The mean score of their academic achievement is 57.89 and the standard Deviation score is 7.23. The calculated t-value is 10.78. The tabulated t-value at 106 degree of freedom is 1.98 at 0.05 level of significance and it is 2.63 at 0.01 level of significance. Here, the calculated value of t is greater than tabulated value of t at both the level of significance. So, the hypothesis which states that there is no significant difference in the academic achievement of senior secondary school students having good and poor study habits shall be rejected. It means that the academic achievements of the students having good and poor study habits differ significantly. The result also shows that the academic achievement of the students having good study habit is higher than the academic achievement of the students having poor study habits.

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1.38 - Hypothesis no.3 There is no significant difference between the habits of male and female senior secondary school students. Table No. 3 GENDER N Mean S.D. Std. Error Mean Male Female 100 100 143.90 156.20 22.506 156.20 2.251 2.608 3.57 Significant at 0.05 and 0.01 Level t-Value (df-98) Significance

This null hypothesis has been formulated and tested to find out the gender difference in the study habits. The table shows that there are 100 male students and while judging their study habits through the study habit inventory, their mean score is found to be 143.90 and the standard deviation score is 22.50. The total number of female student is also 100 and their mean score 156.20 and the standard deviation score is 26.082. The calculated t-value is 3.57. The degree of freedom is 198. The tabulated t-value is 2.60 and 1.97 at 0.05 level of significance and it is 0.05 at 0.01 level of significance. Therefore the calculated t-value is greater than the tabulated t-value at both the level of significance. Hence the hypothesis which states that there is no significant difference between the habits of male and female senior secondary school students shall be rejected. It means that there is significant difference between the study habits of male and female senior secondary school students. The mean score of female student is 156.20 which is greater that the mean score of male students which is 143.90. It shows that female students have better study habits than the male students.
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1.39 - Hypothesis no.4 There is no significant difference between the study habits of government and private senior secondary school students. Table No. 4 COLLEGE N Mean S.D. Std. Error Mean Government 100 Private 100 142.38 157.72 24.116 23.723 2.412 2.372 4.535 Significant at 0.05 and 0.01 Level t-Value (df-198) Significance

The table 4 shows that there are 100 government school students whose mean score of their study habits is 142.38 and the standard deviation score is 24.116. The total number of private school students is also 100, their mean score is 157.72 and the standard deviation score is 23.723. The calculated t-value is 4.535. The degree of freedom is 198. The tabulated t-value at 0.05 and 0.01 level of significance are 1.97 and 2.60 respectively. Here the calculated t-value is greater than the tabulated value at both the level of significance. Hence, the hypothesis which states that there is no significant difference between the study habits of government and private senior secondary school students shall be rejected. It means that there is significant difference between the study habits of government and private school students. The result also shows that private school students are good in their study habits as compared to the students of government school students.

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1.40 - Hypothesis no.5 There is no significant difference between the study habits of male and female senior secondary government school students. Table No. 5 GENDER N Mean S.D. Std. Error Mean Male Female 50 50 135.36 149.40 21.240 24.966 3.004 3.531 3.029 Significant at 0.05 and 0.01 Level t-Value (df-98) Significance

This hypothesis is formulated and tested to find out the gender differences in the study habits of the students of government school. There are 50 male and 50 female students. The mean score of male students is 135.36 and their standard deviation score is 21.240. The mean score of female students is 149.40 and the S.D. score is 24.966. The calculated t-value is 3.029. The degree of freedom is 98. The tabulated t-value at 0.05 and 0.01 level of significance are 1.98 and 2.63 respectively. The calculated t-value is greater than the tabulated t-value at both the level of significance. Hence the hypothesis which state that there is no significant difference between the study habits of male and female senior secondary government school students shall be rejected. It means that there is significant difference between the study habits of male and female government school students. The mean score of female students is 149.40 and that of male is 135.36. It means that the female students of government school are better in their study habits as compare to male students.
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1.41 - Hypothesis no.6 There is no significant difference between the study habits of male and female senior secondary private school students. Table No. 6 GENDER N Mean S.D. Std. Error Mean Male Female 50 50 152.44 163.00 20.578 25.627 2.910 3.624 2.272 Significant at 0.05 and 0.01 Level t-Value (df-98) Significance

This hypothesis is formulated and tested to find out the gender differences in the study habits of the students of private school. There are 50 male and 50 female students. The mean score of male students is 152.44 and their standard deviation score is 20.578. The mean score of female students is 163.00 and standard deviation score is 25.627. The calculated t-value is 2.272. The degree of freedom is 98. The tabulated t-value at 0.05 and 0.01 level of significance are 1.98 and 2.63 respectively. The calculated t-value is greater than the tabulated t-value at both the level of significance. Hence the hypothesis which state that there is no significant difference between the study habits of male and female senior secondary private school students shall be rejected. It means that there is significance difference between the study habits of male and female private school students. The mean score of female students is 163.00 and that of male is 152.44. It means that the female students of private school are better in their study habits as compare to male students.

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CHAPTER 5
SUMMARY FINDING LIMITATION & AREAS FOR FURTHER RESEARCH 1.42 - SUMMARY : This chapter presents a brief account of all the information that have been presented in all previous chapter in order to provide and overviews of the study. 1.43 - INTRODUCTION Habits are true indicators of individuality in a person. Study habits relate to the behaviour of an individual related to studies. The behaviour of individual is adjusted from his study habits. Styles of studying are known as study habits. Study habits of the pupils means the ability to schedule his time, the plan of his study, reading and note-taking, habits of learing, utilizing the social environments over all learing, the habits of memory and concentration, application, the habits of memory and concentration, application method and so on. Majorities of pupils don't know how to utilize their time properly. Pupils may feel on sense urgency to study from beginning. They are confronted with the questions like, what to study? How to study? Where to study? When to study etc. All these arise only with the lack of proper study habits among the pupils. Study habits differ from pupil to pupil. Many pupils do badly academically, due to factors is unhealthy study habits which often result in poor academic performance even among the naturally bright pupils. It deserves careful investigation. It is, therefore pertinent to collect date regarding the study habits of pupils by adminstering study habits inventory. Thus employ it as a logical starting point, for developing good study habits.
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1.44 - Statement of the problem : The present study is titled as "A STUDY OF THE ACADEMIC ACHIEVEMENT OF SENIORS SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR STUDY HABITS." 1.45 - purpose of the study: As study habits as an important factors in learning study habits exercise a strong impact in the field of education. The student who is habitual of study habits will be concentrate on his studies for house in school as will at home easily overcome by fatique and students having good study habits also effects on their academic achievements of the senior academic school students. So there is a need to study on study habits of the students and their academic achievements. 1.16 - "Objective" 1. To study the relationship between academic achievement and study habits of senior secondary school students. 2. To compare the academic achievement of senior secondary school students having good & poor study habits. 3. To compare the study habits of male and female senior secondary school students. 4. To compare the study habits of government and private senior secondary school students. 5. To study the difference in study habits of male and female senior secondary government school students. 6. To study the difference in study habits male and female senior secondary private school students.

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1.47 - "Hypothesis" 1. There is no significant relationship between academic achievement and study habits of senior secondary school students. 2. There is no significant difference in the academic achievement of senior secondary school students having good and poor study habits. 3. There is no significant difference between the study habits of male and female senior secondary school students. 4. There is no significant difference between the study habits of government and private senior secondary school students. 5. There is no significant difference between the study habits of male and female senior secondary government school students. 6. There is no significant difference between the study habits of male and female senior secondary private school students. 1.48 - Review of related literature: Wrenns (1933), Wrenn and Humber (1941), Mary Esthar (1945), Curter (1950), Burnett (1951), Carters (1953), Patel (1954) and Cauhan Sing (1954), Charter 1955, Holtzman and Brown (1956), Norton (1959), Diener (1960), Samuel and Rao (1967), Aggarwal and saini (1969), Krishna murthy and Raja Rao (1969), Girjia Bhadra and Amerjan (1945), Nirmal Kanta 1979, B.R. Shejwal (1980), P.G. Ghalsani (1988), Ruchi Kanth 1989, Pantnaik & Basayya (1991), Ruthlee (1992), Stell & Watking (1994), Rawat Leela 1995, Furentera Lucy and Rosalind (1995), Verma (1996), Koteswara (1997), Hilawani Yasser & Aziz (1997), Gorden (1998), Gitt, Daljit Kaur & Grill S.P.K. Kahloon . 1.49 - Methodology and Design of the study: METHODOLOGY : This section explains the methodology and design of the study in detail. It includes description of the manner in which decision have been made about the type of data needed for the study, tool, its reliability,
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validity, its standard ization sampling devices used for their collection. The purpose of their study is to ascertain the effect of study habits of class XI student on their Academic achievement. The study has been designed keeping in mind: 1- Independent variable - study habits 2- Dependent variable - academic achievement The plan of research study is an overview of the total ly layout including a consideration of how work is to be executed. It is at this stage the decision crucial for the achievement of the objective of the study are made. These decision includes what measures are to be used for gathering and sampled? What kinds of data relevant to the study are collected, validity, reliability and standardization of tool and finally how is it to be analyzed. DESIGN OF THE STUDY Design is the heart of any research and reasearch according to international dictionary of education, "Reasearch means a systematic investigation to increase knowledge and understanding." When research is in the field of education it is categorized as education research as Traver's (1970) defines "Educational research is that activity which is directed towards the development of science of behaviour in educational situation." In the words of MUNROF (1950) "The final purpose of education research is to ascertain principles and develop procedures in field of education." Research are generally divided into three categories of Historical, Descriptive, and Experimental. The approaches in all these three types and different from each other.

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1.50 - Process of Data collection and statistical technique used. For the collection of data researcher visit the different school of Lucknow, Researcher met the principal and other authority to take for data collection. After taking permission researcher went to the classroom and gave the questioners "STUDY HABIT INVENTORY to eleventh class student, Researcher instructs the students carefully about the questioners and after filled the Researcher collected questionesrs. 1.51 - STATISTICS USED IN STUDY: For the analysis of data researcher use descriptive and infeferential statistics. Researcher used central tendency (Mean), standard deviation, standard error of mean, and t-value.Formules used in present study:

Were F = Frequency x = Mid point N = No. of samples.

F = frequency d = Assumed mean N = No. of sampler c.1 = Class Interval

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 = Standard deviation of total population N = Numbers of samples t - test

M1 = Mean of the first group M2 = Mean of the second group = Standard error of mean Correlation - Product Moment

X = Deviation of X from means Y = Deviation of Y from Means 1.52 - Finding and Results : The following results have been obtained on the analysis of data. 1. Hypothesis No.-1: The first hypothesis was formulated the study habits and academic achievement of senior secondary school students and it was found that the hypothesis is rejected at 0.05 and 0.01 level of significance. It means that there is significant relationship between study habits and academic achivement of senior secondary school students. There is positive correlation between study habits and academic

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achievement and it is 0.695. Thus it is clear that the study habit has an impact on the academic achievement of the students. 2. Hypothesis No.-2 : This hypothesis states that there is no significant difference between the academic achievement of senior secondary school students having good and poor study habits. It is observed that this hypothesis is rejected at the 0.05 and 0.01 level of significance. It means that the academic achievement of the students having good and poor study habits differ significantly. The result also shows that the academic achievement of the students having good study habits is higher as compared to the students having poor study habits. 3. Hypothetical No.-3 : There is no significant difference between the habits of male and female secondary school students. It is observed that the hypothesis is rejected at the both level of significance. It means that there is significant difference between the study habits of male and female senior secondary school students. 4. Hypothesis No.-4 : This hypothesis which states that there is no significant difference between the study habits of Government and private senior secondary school students. It is observed that the hypothesis is rejected at both level of significance. It means that there is significant difference between the study habits of government and private school students. The result shows that private school students are good in their study habits as compared to the students of government school students. 5. Hypothesis No.-5 : There is no significance difference between the study habits of male & female senior secondary Government school students. It is observed that the hypothesis is rejected at both level of significance. It means there is significance difference between the study habits of male and female government school students. The mean score of female students is 149.40 and that of male is 135.36. It means that the female
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students of government school are better in their study habits as compared to study habits of male students. 6. Hypothesis No.-6 : There is no significant difference between the study habits of male and female senior secondary private school students. It is observed that the hypothesis is rejected at 0.05 and 0.01 level of significance. It means that there is significant difference between the study habits of male and female private school students. The mean score of female 163.00 students is and that of male is 152.44. It means that the female students of private school are better in their study habits as compared to study habits of male students. 1.53 - Limitation of the study : The present study has the following limitations : The study is limited to the pupils of only senior secondary schools. The pupils study habits are measured through the study Habits inventory constructed by the investigater. It is a study of survey research where in the techniques of questionnaires is employed. 1.54 - Areas for further Research The following topic can be taken up for further researcher, related to the present study. 1. Similar study can be done as comparative study of the study habits of boys and girls. 2. Present study is done only is Lucknow. The next study can be done in other cities of U.P. The other study can be done in M.P.H.P. Bihar or any other state.

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3. The present study is based on only 200 sample; It can be expand on larger no. of samples. 4. Similar study can be done on Intermediate student also. 5. Similar study can be done as comparative study of C.B.S.C. Board student and U.P. Boards students also.

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