PROJECT REPORT (MAPC 2ND YEAR)

(MACE026: COUNSELLING PSYCHOLOGY)

(IGNOU)

TILLE OF THE PROJECT:

EFFECT OF SCIENTIFIC APTITUDE IN ACADEMIC ACHIEVEMENT
MOTIVATION OF SECONDARY SCHOOL CHILDREN

INVESTIGATOR: SUPERVISOR
……………………. ……………………..
…………………….
……………………..

STUDY CENTRE
UNVAC, SECTOR -22, DWARKA,
NEW DELHI
STUDY CENTRE CODE : 38013

REGIONAL CENTRE
IGNOU DELHI-III RAMPHAL CHOWK
NEAR SEC-7,DWARKA NEW DELHI-77
EVALUATION SCHEME FOR PROJECT
Name of the programme : MACP Course Code : MPCE – 026

Study Centre : UNVAC Dwarka, Sector 22 Regional Centre : Delhi III

Name of the learner : ………………………….

Enrolment : …………………………………………

DETAILS MAXIMUM MARKS MARKS OBTAINED

Review of literature 5
Significance of the study 5
Methodology 15
Data analysis 20
Results and discussion 20
Reference 5
Viva voce 30
Total marks 100

Comments if any :

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Signature

Name & Address of External Examiner

Date :
 CERTIFICATE OF ORIGINALITY

This is to certify that the project report titled “Effect of scientific

aptitude in academic achievement motivation of secondary school
children” submitted to Indira Gandhi National Open University in
partial fulfillment of the requirement for the award of Master degree
in psychology (MAPC) is an original work carried out by
……………………….
Enrollment number - ………………………………
The matter embodied in this project is a genuine work done by the
student and has not been submitted whether to this university or to
any other university/Institute for the fulfillment of the requirement of
any course of study.
Signature of the learner signature of suoervisor-

Name …………………………….. Name………………………..

Enrolment number……………………… Desugnation………………
Place-……………………………….. Name of Institution
Date:
 CERTIFICATE OF COMPLETION
This is to certify that …………………………………..Enrollment No
……………………… has successfully completed Project in MPCE – 026
titled “Effect of scientific aptitude in achievement motivation of
secondary school children” under the guidance of ………………………..

Signature of learner signature of supervisor

Name -………………………. Name………………………….

Enrollment No…………………………. Designation………………….

Study centre…………………………… Name of Institution………….

Regional centre-…………………….. Place………………………………..

Place -…………………………………….
Date……………………………………….
 CONTENTS:
Topic Page
ACKNOWLEDEMENT……………………………………………………………………..8
CHAPTER – 1
INTRODUCTION…………………………………………………………………………..10

. SCIENCE (Importance of Science learning)…...............................12

. APPTITUDE……………………………………………………………………………..13
Aspects of Aptitude…………………………………………………………………….14
-Definition of Aptitude………………………………………………………………..15
Different types of aptitude………………………………………………………….16

.SCIENTIFIC APTITUDE ………………………………………………………………16

-Concept of scientific aptitude…………………………………………………..17
-Operational dimensions of Aptitude, Scientific aptitude…………..18

.ACADEMIC ACHIEVEMENT………………………………………………………19
-Academic performance …………………………………………………………..20

.MOTIVATION………………………………………………………………………….21
-Concept of motivation…………………………………………………………….21
-Types of theories and models…………………………………………………22
ACHIEVEMENT MOTIVATION…………………………………………………..32
-Concept of achievement………………………………………………………..35

. SIGNIFICANCE OF STUDY…………………………………………………….37
CHAPTER – 2
REVIEW OF LITERATURE………………………………………………………...39
- Some research and studies…………………………………………………..39
CHAPTER – 3
RESEARCH METHODOLOGY……………………………………………………56

. Objectives………………………………………………………………………….56
. Hypothesis…………………………………………………………………………56
. Research Design………………………………………………………………..56
. Sample and Sampling Methods………………………………………..57
. Tools of Data Collection…………………………………………………….63
.Statical Analysis…………………………………………………………………71
CHAPTER – 4
RESULT AND INTERPRETATION…………………………………………..73

CHAPTER – 5
DISCUSSION AND CONCLUSION………………………………………….75

. Discussion……………………………………………………………………….75
. Conclusion………………………………………………………………………78
. Limitaions of the study……………………………………………………81
. Suggestions for further research…………………………………….81
-REFERENCES……………………………………………………………………..82
- APPENDICES…………………………………………………………………….85
 ACKNOWLWDGEEMENT
I commence with the holy name of almighty GOD benevolence and
beneficence who enabled me to complete this
dissertation/project. I express my deep sense of gratitude and
indebtedness to ………………………… who was very kind to provide
me an opportunity to work under his supervision and guidance.
I am grateful to …………………………………………………………………for
allowing me to undertake this dissertation/project at this
esteemed organization.
Last but not the least I am grateful to IGNOU for providing me with
this work opportunity and all the staff at
……………………………………………………..There are some other people
also which I am not mentioning here but they have helped and
supported me throughout this project.

…………………………….
Abstract:
The present study concentrates on scientific Aptitude of secondary

School children in relation to their academic achievement

motivation. The investigation was carried out on 80, 9 th and 10th
standard students using the Scientific Aptitude Battery by Dr.K.K.
Agarwal , and academic achievement motivation by DR T.R
Sharma. The findings of the study on Scientific Aptitude and
academic achievement shows that male and female differ
significantly . Also a significant correlation is found between
Scientific. Aptitude and academic achievement of secondary school
children. This shown that the level of motivation affects the
scientific aptitude children.
 CHAPTER 1
EFFECT OF SCIENCE APPTITUDE IN ACADEMIC ACHIEVEMENT
MOTIVATION OF SECONDARY SCHOOL CHILDREN

INTRODUCTION
Science is not a new thing in this world.It is the intellectual heritage of
man which has come down to is.Since man became aware of his
surrounding and started pondering over the natural phenomena in which
he found himself engulfed . This knowledge of physical world not only
changed his environment but also his outlook and approach to the
problems that he faced in his everyday life .Up to the middle ages,science
was considered a part of philosophy and as such was called “natural
philosophy” Since sixteenth century,science started taking quick
strides,while it was mostly the product of the intellectual ,interest of
gifted individuals who worked almost independently in inferred from the
fact that attitudes determine behavior .Scientific knowledge,in those
days,exterted little influence on the common man.but since the turn of
this century, even the man in the street becomes aware of the impact of
science in on the society and new age of science.The development of any
country is based on the scientific knowledge .Progress in science depends
upon continuous scientific investigations .No doubt ,well –organised and
well equipped laboratories are essential but probably the most important
factor in this research is the attitude and character of persons working in
the laboratories. These persons make plans,devise and conduct
experiment and draw suitable inferences from experimental results.In my
research we are taking children of 9 th and 10th standard ,means children
aging approximately 14-16 yrs of age. A number of factors may effect the
aptitude of an individual especially in young age and the present study
aimed at analyzing the “Effect of scientific aptitude in academic
Achievement motivation of Secondary school children ” The purpose of
the students entering science at Sr.Secondary level while keeping their
favorite subject in view.
The attitude has an effect upon students’ selections of different subjects
and also on their interest and achieve in the scientific knowledge
.Generally attitudes are considered as the degree of positive or negative
effect .positive or favorable attitude facilitates the learning of subjects
while a negative attitude results in poor learning and achievement .To
inculcate the scientific attitude in the students of secondary level for
science subjects,(physics,chemistry,biology and methamatics)are being
taught.
The place of science becomes stronger with the development of human
being. Science plays an important role in a routine life of a person. With
entering of the science in education field an education with talk and chalk
has become outdated. Now it is started student’s education with the help
of models, charts, filmstrips, and experiment work. it is often that the
person who gets education of science without such aids gets only the
information but not knowledge .It is found scarcity of scientific method &
scientific aptitude. In age of modern technology and electronics, science is
important subjects to study with new trends. In modern era it is most
essential to keep in line with expanding of science knowledge concepts.
These expanded concepts are depended on education .This education is
given only through different methods of teaching Science. For this it is
important to have knowledge of different methods of teaching on part of
education. In spite of this teacher should keep in mind the students’
interest and attitude towards science while teaching the students. But
today we can see that the situation is totally reversed
Importance of science learing is being recognized more and more in the
context of contemporary society which is highly scientific as well as
technical Effective learning in this context is not only necessary for one’s
individual development ; it also helps learner to contribute significantly for
the development of nation.
Science learning is not only important for the certain reasons,as
mentioned. In fact, it is also considered as a symbol of recognition of a
learner in his/her surrounding environment i.e school, home and society
( Ganguli & Vasistha,1919).students feel a strong urge to enroll
themselves in science courses particularly in senior secondary stage due to
number of causes ,among which to ensure their well acceptance in
surroundings is also a major one. parents are driven strongly by this type
of external motivation, considering science learning of their children as
the symbol of social status(Shukla,2005)
But mere enrolment in science course will not result benefit of learner in
large extent unless student’ science learning is made effective also. There
are several factors which influence science learning; among which their
scientific aptitude is a major determiner . Scientific aptitude indicates the
possibility of future success or failure in the area of science learning
In the present system of school education at the time of admission in the
various field of study in the secondary stage, students’ aptitude in that
discipline hardly recognized as the as the matter of consideration. As a
result, in spite of gradual increasing rate of enrollment of students in
science courses, the scenario of students’ achievement in science is not as
per the level of expectation. This failure in science learning increases the
possibility of wastage of human resource and therefore has become a
major concern of school teachers,administrators and also science
educators. Under this circumstance scientific aptitude of secondary
students particularly has become an issue of major concern. Among
various discipline in science, particularly is perceived by learners as an
area of major difficulty. Its axiomatic nature, necessity of applying
inductive-deductive,analytical-synthetic approach in its learning
particulars nature of the curricular content consisting of several
interrelated concepts having hierarchical nature etc. are the probable
causes of this perception .All these may result in learners’ under
achievement.
“ If a man will begin with certainties,shall end in doubts; but if he will be
content to begin with doubts,he shall end in certainties”Francis
Becon(1605)
The methods of inquiry into a problem have been known for thousands of
years, and extend beyond theory to practice .The use of measurements,
for example, is a practical approach to settle disputes in the community.
Researchers have identified that student failure in science courses to a
large extent is attributed to their failure in course particularly
APTITUDE

In the dictionary of education, aptitude is defined as a “ a pronounced

innate capacity for or ability in a given line of endeavor such as
particular art,school subject or vocation” In this definition , an
aptitude refers to an individual’s inborn potentialities or capacities
which are indicative of some special abilities ‘Aptitude’ in great
Illustarted Dictionary is considered as “ a natural talent, skill or
ablity,quickness in learning and understanding” In the above two
definitions, it has been emphasized on that an aptitude refers to the
capacity of an individual to be skilled in some work receiving formal
and informal training.
Aptitude is not a specific skill; rather it is the capacity to acquire that
specific skill( Freeman 1965) If an individual has no aptitude for a
particular type of work ,he/she will not be skilled or proficient in that
task in spite of training given to him/her. Whereas , right aptitude of a
person, in ant specific field, indicates his/her ability of acquiring skills
in that particular field on the basis of which a prediction may be made
regarding the amount of improvement of that person in that field ,
which further training might effect( rao, 1996)
An individual having science aptitude must enter in science or
technical education otherwise he or she will not be successful in the
field of science. Certain study skills, science and heredity background
are helpful in determining science aptitude.Other factors like
physical,social, emotional development ,moral character,interests
,abilities,and attitudes may also be considered for the development of
science aptitude.Measurement of science aptitude is a challenge.Lord
and Nicely(1997) worked on “Does spatial aptitude influence science
math subject preferences of children ?” Similarly, the present study
was conducted to analyze the impact of science subject towards
science aptitude at secondary level.
Aptitude indicates the natural ability of an individual that may be
scholastic,vocational, acquired or learned or developed component of
a competency to do a certain kind of work at a certain level, natural
ability to acquire knowledge(About.com 2007; Wikipedia, the free
encyclopedia,2007) The innate nature of aptitude is in contrast with
achievement (doctormassy.com,2007) that represents knowledge or
ability that us gained(Absolute Astronomy.com,2009) Aptitudes may
be physical or mental. Aptitude and intelligence quotient have effects
on one another positive or negative. Intelligence quotient considered
intelligence the only measurable latent trait and aptitude divides
mental ability into many different characteristics, which are
independent to each other .A casual analysis of any group of test
scores will prove the high correlation between aptitude and
intelligence (Science Daily,2008)
There are two aspects of aptitude; first ,the aptitude are present
conditions and inherence and environmental factors are not in the
concept of aptitude.Aptitude cannot measure directly the future
success ofan individual but can be used as indicator of future success
(Salkind & Rasmussen,2007) Second ,aptitude relates with the
individual differences that is the combination of innate and
environmental influences.Aptitude reflects current behaviors and
tendency of learning. Learning includes cognitive abilities, personality
traits,interestand values and all these can be considered aptitude and
can be evaluated.Researches have proved that aptitude is the
combination of heritable and environmental components and is
unchangeable in normal circumstance.
Majority of the psychologists agree on the point that aptitude is
innate, yet environmental factors on aptitude has also been
recognized.As a matter of fact ,aptitude is influenced by both
biological and cultural factors of an individual.
Definition of Aptitude
The term 11 aptitude has many connotations and definitions.The term
is generally used loosely by laymen and psychologists. And, as is often
the case with “intangibles” the definition of aptitude is highly
subjective.
The term aptitude is used in the positive and the negative sense .In the
positive sense it is generally said that a man has a great deal of several
characterists which make him a successful musician .In the negative
sense,it indicates a person’s lack of any special aptitude .In the formal
case aptitude denotes a combination of traits and abilities, while in the
latter case it conveys a discrete, unitary characteristic.
Thus counselors and personnel men think of aptitudes which make for
success in vocation of is and jobs, while psychologists think of
individual differences in traits, and therefore, use this term in a narrow
scientific sense(Super and Grites,1962).Since psychological tests grew
out of the study of individual differences, most of the aptitude tests
measure the discrete, unitary,narrow but scientific characteristics of
the aptitude.
There are different types of aptitudes, viz, mechanical, musical,
clerical, art, scholastic, law, teaching, medicine, engineering, scientific,
numerical, word fluency , special relations, aptitudes etc. Psychologists
have developed many aptitude tests to measure these aptitudes.
These tests are divided into general aptitude tests and special aptitude
tests .Examples General aptitude test are- Differential Aptitude
Test(DAT), General Aptitude Test Battery(GABT),Guilford-Zimmerman
Aptitude Survey and the Comprehensive Ability Battery (CAB)
developed by Sheridian psychological services of USA.
Some of the important specialized aptitude tests are mechanical
aptitude tests, Detroit clerical aptitude test, Seashore musical aptitude
test, Aptitude test for graphic art, Scholastic aptitude test(USA)
,Scientific Aptitude test(NIE,New Delhi), Minnesota Engineering
Analogical Test, Moss Scholastic Aptitude test for medical students
etc.
About the DAT Test. Person’s Differential Aptitude Test for personnel
and Career Aassessment, more commonly known as the DAT for PCA ,
are a series of tests designed to measure one’s abilities in different
field, such as verbal reasoning , numerial reasoning, mechanical
reasoning, and space realtions.
SCIENTIFIC APTITUDE
When someone has a natural ability to do something,and do it well,
they say he or she has an aptitude for it. If a person is naturally good
at science, they have a knack for it or a scientific aptitude
“ Scientific aptitude is a complex of interacting hereditary and
environmental determinants producing predisposition or ability in
science. Through these abilities, it is possible to predict future
accomplishment of a person in science ” defined by Rao,1969
Researcher has also explained that scientific aptitude depends upon a
variety of factors.Presence of certain study skills and persistence in
learning science, motivation,satisfaction derived from learning science
subjects,socio-economic factors and cultural background are some of
the important determinants of scientific aptitude.In 2011 has
explained it as the ability of a learner in acquiring skill in selecting and
making use of materials in science properly for gathering information
processing those to develop knowledge and understanding towards
different aspects in science .This helps a learner in developing
vocabulary, in recognizing a number sequence correctly ,perceiving
spatial relationship, relating variables by proper formulation, in
understanding completely a given set of information , and functions of
different devices etc. in science and also applying those in explaining
and predicting various happenings following essential steps of a
scientific method successfully in learning science (which is acquired
through proper education ) .This ultimately leads to prediction in
learner’s future accomplishment in the area of learning science.
According to this conceptualization, specific cognitive skill, as well as
specific forms of social and cultural capital constitute aptitudes . But
inborn characteristics have also impact on aptitude but it is described
on present skills .The concept of aptitudes has implications for
practices like student grouping .The concepts of aptitudes negates the
concept of problem for slow learner and boring for high achiever.
Given the proper situation, according to the aptitude, higher achieving
students would be able to be role model and lower achieving students
would be able to relearn and rethink.
In psychology there are many methods of measuring human abilities.
In which the measurement of intelligence and aptitude is very
commonly used in judging the ability of any human being . Aptitude is
commonly used term in the field of vocational psychology. It is an
important aspect of psychological measurement for individual
differences for suitability of any occupation . Aptitude is a person’s
capacity or hypothetical potential for acquisition of certain more or
less well defined patterns of behavior involved in the performance of a
task with respect to which the individual has had little or no previous
training. The capacity to acquire proficiency with a given amount of
training formal or informal . In other words a combination of
characteristics indicative of an individual capacity to acquire (with
training) some specific knowledge skill or set of organized responses
such as the ability to speak a language to become a musician to do
mechanical work. An aptitude test therefore is one designed to
measure a person’s potential ability in an activity in of a specialized
kind and within a restricted range. It was a recognized fact in early
societies as well present that individuals differed in respect of their
capacities,skills etc .In ancient India this knowledge was used aas in
modern times for the placement of the individuals to job“s
appropriate for the degree of the skills on hand.
Operational dimensions of Aptitude, Scientific Aptitude- a brief
review
Muchinsky,2004 has identified the following primary mental abilities
in relation to aptitude in any specific field. These are :-
(a) General intelligence –general learning ability
(b) Verbal ability- vocabulary
 (c) Numerical ability – mathematical reasoning in problem solving
(d) Spatial ability – ability to visualize and rotate objects in space
involving figures.
(e) Memory – ability to work quickly and accurately in scanning
and perceiving similarities and differences in word, numbers,
and pictures( mostly related with clerical aptitude)
(f) Psychomotor ability – ability to move hands and figures and
co-ordinate their movement.

In relation to aptitude, particularly in science related domain, much in

sky,2004 also considered the ability – mechanical comprehension ,the
ability including information regarding use of tools and machines and
also the application of reasoning to mechanical problem, ramsay,
weison (as cited in muchinsky,2004) also recognized the importance of
the ability of mechanical comprehension (mechanical aptitude) in
measuring aptitude in technical or scientific disciplines, particularly in
physics/mathematics,Nair, ramanandan and pillai in 1968 identified
the abilities i.e number series, information, formulation ,spatial ,ability
, verbal comprehension ,and interpretation; in relation to scientific
aptitude.

ACADEMIC ACHIEVEMENT
Academic achievement is defined by two terms. Academic pertains to school
subjects or to fields of liberal arts or to the sphere of ideas and abstraction ,while
achievement is denoted by knowledge attained or skills developed by pupils usually
in the school, measured by the test scores or by marks assigned by teachers. In
other word an academic achievement is defined as knowledge acquired and skills
developed in school subjects ,generally indicated by marks obtained in tests in an
annual examination .Achievement is the glittering crown which reflects a sense of
sincerity , candidness and perseverance on the part of achievers and also parents,
teachers and all those helping to achieve it, and thus a result of bidirectional
results.
Achievement behaviors may be defined as any action directed of gaining approval
where public standards of excellence are applicable .Crow and Crow (1969) ,
defined academic achievement as the extent to which a learner is profiting from
instruction in a given area of learning i.e achievement is reflected by the extent to
which skill or knowledge has been imparted to him.
Academic achievement or (academic) performance is the outcome of education --
the extent to which a student ,teacher or institution has achieved their educational
goals.

Academic achievement is commonly measured by examination or continuous

assessment but there is no general agreement on how it is best tested or which
aspects are most important – procedural knowledge such as skills or declarative
knowledge.

Individuals differences in academic performance have been linked to differences in

intelligence and personality. Students with higher mental ability as demonstrated
by IQ tests and those who are higher in conscientiousness (linked to effort and
achievement motivation) tend to achieve highly in academic setting. A recent meta-
analysis suggested that mental curiosity (as measured by typical intellectual
engagement ) has an important influence on academic achievement in addition to
intelligence and conscientiousness .
Children’s semi-structured home learning environment transitions into a more
structured learning environment when children start first grade , Early academic
achievement enhances later academic achievement.
Parent’s academic socialization is a term describing the way parents influence
students’ academic achievement by shaping students’ skills, behaviors and
attitudes towards school.
Parents influence students through the environment and discourse parents have
with their children .Academic socialization can be influenced by parents’ socio-
economic status .Highly educated parents tend to have more stimulating learning
environment.

Another very important enhancer of academic achievement is the presence of

physical activity. Studies have shown that physical activity can increase neural
activity in the brain. Exercise specifically increases executive brain functions such as
attention span and working memory.

MOTIVATION
“Motivation is an energy change within the person
characterized arousal and anticipatory goal relation’’
F.G .McDonald
Motivation is psychological word, derived from the word “motive” The
meaning of motive is to awaken the power of desire .But motives take a
variety of forms and re designed by many different terms : Such as needs
desire ,tension ,sets ,determining, tendencies,attitudes,interest, persisting
stimuli and so on .This is a part of successful learning . The processof
motivation has been shown below
Motive Behaviour goal Feedback
Continuing with the same motive or switching over to new motive The
motivation generates enthusiasm which assists in achieving different types
of goal which is called achievement motivation and has development by
McClellanal, Atkinson, Clark and Howell (1953)
They defined this concept as “ concern over comtetition with standards
of excellence” e.g wining or doing as well as better than someone else.
Atkinson (1958) came to the conclution that in the individual there is the
need for achievement .A form of process in context of achievement
motivation is :-
Goal/Target+ Ability + Motivation = Achievement Motivation
Therefore achievement motivation has been considered as an important
concept in the dynamics of human behaviour .It concluded that motivation
is positively associated with academic achievement .The motivation
applied for achieving academic objective is termed as academic
achievement motivation .The adolescents of different types of schools
have different levels of academic achievement motivation
Motivation is a theoretical construct used to explain behavior . It gives the
reasons for people’s action, desires, and needs,. Motivation can also be
defined as one’s direction to behavior, or what causes a person to want to
repeat a behavior and vice versa. A motive is what prompts the person to
act in a certain way, or at least develop an inclination for specific behavior.
According to Maehr and Meyer, “ motivation is a word that is a part of the
popular culture as few other psychological concepts are.

Types of theories and models

Motivation theories can be classified on a number of bases

 Natural vs Rational based on whether the underlying theory of
human cognition is based on natural forces ( drives, needs,desires) or
some kind of rationality ( instrumentality, meaningfulness, self- identity.
 Content vs. Process based on whether the focus is on the content
(“what”) motivates vs process (“how”) motivation takes place. Motivation
can be conceived of as a cycle in which thoughts influence behaviors ,
behaviors drive performance, performance affects thoughts, and the cycle
begins again. Each stage of the cycle is composed of many dimensions
including attitudes, beliefs, intentions, effort, and withdrawl which can all
affect the motivation that an individual experiences.

Rational motivations
The ideal that human beings are rational and human behavior is guided by
reason is an old one. However, recent research ( on satisficing for
example) has significantly undermined the idea of homo economics or of
perfect rationality in favour of a more bounded rationality. The field of
behavioural economics is particularly concerned with the limits of
rationality in economic agents.

Incentive theories: intrinsic and extrinsic motivation

Motivation can be divided into two different theories known as Intrinsic
(internal) motivation and Extrinsic (external) motivation.

Intrinsic motivation
Intrinsic motivation has been studied since the early 1970s.Intrinsic
motivation is the self-desire to seek out new things and new challenges, to
analyze one’s capacity , to observe and to gain knowledge. It is driven by
an interest or enjoyment in the task itself , and exists within the individual
rather than relying on external pressure or a desire for consideration .The
phenomenon of intrinsic motivation was first acknowledged within
experimental studies of animal behavior . In these studies ,it was evident
that the organisms would engage in playful and curiosity driven behaviors
in the absence of reward.I ntrinsic motivation is a natural motivational
tendency and is a critical element in cognitive, social , and physical
development . student who are intrinsically motivated are more likely to
engage in the task willingly as well as work to improve their skills , which
will increase their capabilities. Students are likely to be intrinsically
motivated if they:
 Attribute their educational results to factors under their own control,
also known as autonomy or locus of control
 Believe they have the skills to be effective agents in reaching their
desired goals, also in known as self –efficacy beliefs.
 Are interested in mastering a topic, not just in achieving good
grades.

An example of intrinsic motivation is when an employee becomes an IT

professional because he or she wants to learn about how computer users
interact with computer networks. The employee has the intrinsic
motivation to gain more knowledge.

Traditionally, researchers thought of motivation to use computer systems

to be primarily driven by extrinsic purpose; however many modern
systems have their use driven primarily by intrinsic motivations. Example
of such systems used primarily to fulfil users’ intrinsic motivation , include
on line gaming ,virtual worlds, online shopping ,learning/education online
dating ,digital music repositories,social networking ,online pornography,
gamified systems, and general gamification. Even traditional management
information systems (e.g ERP,CRM ) are being ‘gamified’ such that both
extrinsic and intrinsic motivation must increasingly be considered.
Advantages: Intrinsic motivation can be long –lasting and self sustaining.
Efforts to build this kind of motivation are also typically efforts at
promoting student learning . Such efforts often focus on the subject rather
than rewards or punishment.
Disadvantages: Efforts at fostering intrinsic motivation can be slow to
affect behavior and can require special and lengthy preparation .Student
are individuals, so a variety of approaches may be needed to motivate
different students. It is often helpful to know what interests one’s
students in order to connect these interests with the subject matter. This
requires getting to know one’s students. Also, it helps if the instructor is
interested in the subject.
Extrinsic motivation
Extrinsic motivation refers to the performance of an activity in order to
attain a desired outcome and it is the opposite of intrinsic motivation.
Extrinsic comes from influences outside of the individual. In extrinsic
motivation, harder question to answer is where do people get the
motivation to carry out and continue to push with persistence. Usually
extrinsic motivation is used to attain outcomes that a person wouldn’t get
from intrinsic motivation. Common extrinsic motivations are rewards (for
example money or grades) for showing the desired behavior, and the
threat of punishment following misbehavior. Competition is an extrinsic
motivator because it encouragers the performer to win and to beat
others, not simply to enjoy the intrinsic rewards of the activity. A cheering
crowd and the desire to win a trophy are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead
to over justification and a subsequent reduction in intrinsic motivation. In
one study demonstrating this effect, children who expected to be ( and
were ) rewarded with a ribbon and a gold star for drawing pictures spent
less time playing with the drawing materials in subsequent observations
than children who were assigned to an unexpected reward condition.
however, another study showed that third graders who were rewarded
with a book showed more reading behavior in the future, implying that
some rewards do not undermine intrinsic motivation. While the provision
of extrinsic rewards might reduce the desirability of an activity, the use of
extrinsic constraints, such as the threat of punishment, against performing
an activity has actually been found to increase one’s intrinsic in that
activity. In one study, when children were given mild threats against
playing with an attraction toy, it was found that the threat actually served
to increase the child’s interest in the toy, which was previously
undesirable to the child in the absence of threat .

Behaviorist theories
While many theories on motivation have a mentalistic perspective,
behaviors focus only on observable behavior and theories founded on
experimental evidence. In the view of behaviorism, motivation is
understood as a question about what factors cause, prevent , or withhold
various behaviors, while the question of , for instance, conscious motives
would be ignored. Where others would speculate about such things as
values , drives , or needs ,that may not be observed directly, behaviorist
are interested in the observable variables that affect the type, intensity,
frequency and duration of observable behavior. Through the basic
research of such scientists as Pavlov, Watson and Skinner, several basic
mechanisms that govern behavior have been identified . The most
important of these are classical conditioning and operant conditioning.

Classical and operant conditioning

In classical( or respondent ) conditioning, behavior is understood as

responses triggered by certain environmental or physical stimuli .They can
be unconditioned, such as in-born reflexes, or learned through the pairing
of an unconditioned stimulus with a different stimulus, which then
becomes a conditioned stimulus. In relation to motivation , classical
conditioning might be seen as one explanation as to why an individual
performs certain responses and behaviors in certain situations. For
instance,a dentist might wonder why a patient does not seen motivated to
show up for an appointment , with the explanation being that the patient
has associated the dentist ( conditioned response) , leading to the patient
being reluctant to visit the dentist.

In operant conditioning , the type and frequency of behavior is

determined mainly by its consequences. If a certain behavior, in the
presence of a certain stimulus , is followed by a desirable consequences
( a reinforcer ) the emitted behavior will increase in frequency in the
future, in the presence of stimulus that preceded the behavior ( or a
similar one) Conversely , if the behavior is followed by something
undesirable ( a punisher), the behavior is less likely to occur in the
presence of the stimulus. In a similar manner, removal of a stimulus
directly following the behavior might either increase or decrease the
frequency of that behavior in the future ( negative reinforcement or
punishment) .For instance, a student that gained praise and a good grade
after turning in a paper, might seen more motivated in writing papers in
the future(positive reinforcement) ; if the same student put in a lot of
work on a task without getting any praise for it , he or she might seem less
motivated to do school work in the future ( negative punishment). If a
student starts to cause trouble in class gets punished with something he
or she dislikes, such as future . The student might seen more motivated to
behave in class, presumably in order to avoid further detention ( negative
reinforcement)

The strength of reinforcement or punishment is dependent on schedule

and timing .A reinforcer or punisher affects the future frequency of a
behavior most strongly if it occurs within second of the behavior. A
behavior that is reinforced intermittently, at unpredictable intervals ,will
be more robust and persistent, compare to one that is reinforced every
time the behavior is performed . For example ,if the misbehaving students
in the above example was punished a week after the troublesome
behavior, that might not affect future behavior. Instead, whatever
behavior the student was performing just prior to the punishment would
instead decrease.

In addition to these basic principles, antecedent factors also affect

behavior. Behavior is punished or reinforced in the context of whatever
stimuli were present just before the behavior was performed, which
means that a particular behavior might not be affected in every context ,
just because it was punished or re-inforced in a particular one. A lack of
praise for school –related behavior might , for instance, nit decrease
sports – related behavior usually re-inforced by praise.

The various mechanisms of operant conditioning may be used to

understand the motivation for various behaviors by examining what
happens just after the behavior ( the consequence), inwhat context the
behavior is performed or not performed ( the antecedent), and under
what circumstances ( motivating operators)

Motivating operations
Motivating operations MOs, relate to the field of motivation in that they
help improve understanding aspects of behavior that are not covered by
operant conditioning . In operant conditioning, the function of the
reinforce is to influence future behavior .The presence of a stimulus
believed to function as a reinforcer does not according to this terminology
explain the current behavior of an organism- only previous instances of
reinforcement of that behavior ( in the same or similar ) do. Through the
behavior – altering effects of MOs, it is possible to affect current behavior
of an individual , giving another piece of the puzzle of motivation.
The self-control aspect of motivation is increasingly considered to be a
subset of emotional intelligence : it is suggested that although a person
may be classed as highly intelligen( as measured by many traditional
intelligence test) they may remain unmotivated to pursue intellectual
endeavours vroom’s “ expectancy theory” provides an account of when
people may decides to exert self-control in pursuit of a particular goal.

Drives
A drive or desire can be described as a deficiency or need that activates
behavior that is aimed at a goal or an incentive. These drives are thought
to originate within the individual and may not require external stimulus to
encourage the behavior , Basic drives could be sparked by defeciencies
such as hunger ,which motivates a person to seek food whereas more
subtle drives might be the desires for praise and approval, which
motivates a person to behave in a manner pleasing to others. Another
basic drive is sexual drive which like food motivates us because it is
essential to our survival .The desire for sex is wired deep into the brain of
all human being as glands secrete hormone that travel through the blood
to the brain and stimulates the onsets of sexual desire. The harmone
involved in the initial onset of sexual desire is called
Dehydroepiandrosterone(DHEA). The hormonal basis of both men and
women’s sex drives is testosterone.Men naturally have more testosterone
than women do and so are more likely than waman to think about sex.

Drive-reduction theory
Clark Hull was the behaviorist who developed the drive-reduction theory
of motivation Drive theory grows out of the concept that people have
certain biological drives, such as hunger and thirst. As time passes the
strength of the drive increases if it is not satisfied (in this case by
eating ) .Upon satisfying a drive the drive’s strength is reduced .Created by
Clark hull and further developed by Kenneth Spence the theory became
well known in the 1940s and 1950s. Many of the motivational theories
that arose during the 1950s and 1960s were either based on Hull’s original
theory or were focused on providing alternatives to the drive-reduction
theory , including Abraham Maslow’s hierarchy of needs, which emerged
as an alternative to Hull’s approach.
Drive theory has some intuitive or folk validity. For example when
preparing food, the drive model appears to be compatible with sensations
of rosing hunger as the food is prepared ,and, after the food has been
consumed, a decrease in subjective hunger. There are several
problems,however, that leave the validity of drive reduction open for
debate.
Cognitive dissonance theory
Suggested by Leon Festinger , cognitive dissonance occurs when an
individual experiences some degree of discomfort resulting from an
inconsistency between two cognitions: their views on the world around
them , and their own personal feelings and actions .For example, a
consumer may seek to reassure themselves regarding a purchase, felling
that another decision may have been preferable .Their feeling that
another purchase would have been preferable is inconsistent with their
action of purchasing the item. The difference between their feelings and
beliefs causes dissonance, so they seek to reassure themselves.

While not a theory of motivation ,per se , the theory of cognitive

dissonance proposes that people have a motivational drive to reduce
dissonance. The cognitive miser perspective makes people want to justify
things in a simple way in order to reduce the effort thay put into
cognition.They do this by changing their attitudes, beliefs , or action,
rather than facing the inconsistencies, because dissonance is a mental
strain .Dissonance is also reduced by justifying ,blaming, and denying .It is
one of the most influential and extendively studied theories in social
psychology.

Content theories
Content theories was one of the earliest theories of motivation . Content
theories can also be referred to needs theories, because the theory
focuses on the importance of what motivates us (needs) .In other words,
they try to identify what our “needs” are and how they relate to
motivation ti fulfill those needs, another definition could be defined by
Pritchard and Ashwood, is the process used to allocate energy to maximize
the satisfaction of needs.

Maslow’s hierarchy of needs

Content theory of human motivation includes both Abraham Maslow’s
hierarchy of needs and Hurzberg’s two factor theory .Maslow’s theory is
one of the most widely discussed theories of motivation ,Abraham maslow
believed that man is inherently good and argued that individuals possess a
constantly growing inner drive that has great potential. The needs
hierarchy system ,devised by maslow (1954), is a commonly used scheme
for classifying human motives.

The American motivation psychologist Abraham H. Maslow developed the

hierarchy of needs consisting of five hierarchic classes. According to
Maslow, people are motivated by unsatisfied needs .The needs, listed
from basic(lowest –earliest) to most complex (highest-latest)are as
follows:

. Physiology (hunger,thirst,sleep,etc)
. Sefety/security/Shelter/Health
. Social/Love/Friendship
. self-esteem/Recognition/Achievement
. Self actualization/achievement of full potential/can never be fully
accomplished
The basic requirement build upon the first step in the pyramid;
physiology .If there are deficits on this level, all behavior will be
oriented to satisfy this deficit. Essentially, if you have not slept or
eaten adequately, you won’t be interested in your self-esteem
desires. Subsequently we have the second level, which awakens a
need for security .After securing those two levels, the motives shift
to the social sphere, the third level .Psychological requirement
comprise the fourth level, while the top of the hierarchy consists of
self realization and self-actualization.
Maslow’s hierarchy of needs theory can be summarized as
follows:
. Human beings have wants and desires which influence their
behavior. Only unsatisfied needs influence behavior, satisfied
needs do not.
. Needs are arranged in order of importance to human life, from
the basic to the complex.
. The person advances to the next level of needs only after the
lower level need is at least minimally satisfied
. The further the progress up the hierarchy, the more
individuality, humanness and psychological health a person will
show.

Alderfer’s ERG theory

Alderfer’s expanding on malsow’s hierarchy of needs, created the
ERG theory . This theory posits that there are three groups of core
needs – exstence, relatedness, and growth, hence the lebel: ERG
theory . The existence group is concerned with providing our basic
material existence requirement. They include the items that
Maslow considered to be physiological and safety needs. The
second group of needs are those of relatedness – the desire we
have for maintaining important personal relationships. There social
and status desires require interaction with others if they are to be
satisfied, and they align with Maslow’s social need and the
external component of Maslow’s esteem classification . Finally,
Alderfer isolates growth needs as an intrinsic desire for personal
development. Maslow’s categories are broken down into many
different parts and there are a lot of needs. The ERG categories are
more broad and covers more than just certain areas. As a Person
grows ,the existence relatedness, and growth for all the desires
continue to grow. All these needs should be fulfilled to greater
wholeness as a human being .these include the intrinsic
component from Maslow’s esteem category and the
characteristics included under self- actualization

Self-determination theory
Since the early 1970s Edward L. Deci and Richard M Ryan have
conducted research that eventually led to the proposition of the
self-determination theory(SDT) ,This theory focuses on the degree
to which an individual’s behavior is self motivated and self-
determined .SDT identifies three innate needs that, if satisfied,
allow optimal function and growth : competence relatedness, and
autonomy. These three psychological needs motivate the self ti
initiate specific behavior and mental nutriments that are essential
for psychological health and well being . When these needs are
satisfied ,there are positive consequences, such as well being and
growth, leading people to be motivated, productive and happy .
When they are thwarted people’s motivation, productivity and
happiness plummet.

There are three essential elements to the theory.

. Humans are inherently proactive with their potential and
mastering their inner forces (such as drive and emotion)
. Humans have an inherent tendency towards growth,
development and integrated functioning.
. Optimal development and actions are inherent in humans but
they do not happen automatically.

Motivation theory.
A recent approach in developing a broad, integrative theory of
motivation in temporal motivation theory. Introduced in a 2006
Academy of Management Review article, it synthesizes into a
single formulation the primary aspects of several other major
motivational theories, including incentive Theory ,Drive theory,
Need Theory, Self-Efficacy and Goal Setting. It simplifies the field of
motivation and allows findings from one theory to be translated
into terms of another. Another journal article that helped to
develop the Temporal Motivation Theory, “ The Nature of
procrastination” received American Psychological Association’s
George A Miller award for outstanding contribution to general
science.

Cognitive theories
The cognitive theories of motivation are derived from two basic
theories which are the Goal Setting Theory and Expectancy Theory
The Goal Setting Theory states the importance of setting a goal or
which direction to aim for that goal in motivating an individual. As
for the study harder for the next test. A student who blames their
test failure on the teacher would be using the interpersonal
perspective, and would use their feeling of disappointment as
motivation to rely on a different study source other than the
teacher for the next test.

Achievement motivation
Achievement motivation is an integrative perspective based on the
premise that performance motivation results from the way broad
components of personality are directed towards performance. As a
result, it includes a range of dimensions that are relevant to
success at work but which are not conventionally regarded as
being part of performance motivation. The emphasis on
performance seeks to integrate formerly separate approaches as
needs for achievement with, for example, social motives like
dominance. Personality is intimately tied to performance and
achievement motivation, including such characteristics as
tolerance for risk, fear of failure, and other.
Achievement motivation can be measured by The Achievement
Motivation Inventory, which is based on this theory and assesses
three factors ( in 17 separated scales) relevant to vocational and
professional success. This motivation has repeatedly been linked
with adaptive motivational patterns, including working hard, a
willingness to pick learning tasks with much difficulty, and
contributing success to effort.

Achievement motivation was studied intensively by David C

McClelland,John W Atkinson and their colleagues since early
1950s . This type of motivation is a drive that is developed from an
emotional state. One may feel the drive to achieve by striving for
success and avoiding failure .In achievement motivation, one
would hope that they excel in what they do and not think much
about the failures or the negatives. Their research showed that
business managers who were successful demonstrated a high need
to achieve no matter the culture . There are three major
characteristics of people who have a great need to achieve
according to McClelland’s research

1. They would prefer a work environment in which they are able to

assume responsibility for solving problems

2. They would take calculated risk and establish moderate,

attainable goals
3. They want to hear continuous recognition, as well as feedback,
in order for them to know how well they are doing.

SIGNIFICANCE OF THE STUDY

A scientific aptitude is a potential for acquiring certain skills or
knowledge. As such it is used in a far more specific way than
intelligence. It is also covers areas not includes under the umbrella
called “Intelligence” The Dictionary of psychology (1934) specific
thst “ Scientific Aptitude is a condition or set of characteristics
regarded as symptomatic of an individual’s ability to acquire with
training some knowledge, skill or set of response” In the present
study scientific aptitude is defined as the present condition which
is indicative of individuals’ potentialities for the future . It is a
device designed to indicate a person’s potential ability for
performance of certain type of activity of a specialized kind. A
great number of studies demonstrate that there are associations
between students’ scientific aptitude and academic achievement
Alexander (1995) found that achievement in science has direct
influence on students’ scientific aptitude .There exists a positive
relationship between scientific aptitude and achievement in
science students with high achievement in science exhibit higher
scientific aptitude than their counterparts with low achievement.

The educational program that is devised for any learner needs to

take into account not only his general ability to learn but also any
special ability or scientific aptitude which he may possess and for
which special training should be provided .Scientific aptitude may
be considered to be qualities which all individuals possess in
varying degrees. Scientific aptitude may also be regarded as a
special form of superiority in the limited field of motivation , for
example, science, mathematics or mechanics . Scientific aptitude
tests have been developed to predict educability and motivation in
various fields
The present study is an attempt to find out how intent and action
components of secondary students’ scientific attitude are
associated with in academic achievement motivation among them.
Students of secondary classes having more scientific aptitude were
more creative than those having less scientific aptitude. That many
correlations are not always significant or are rather waek.

CHAPTER – 2
Review of Literature – Some Research and Studies
By – Anton Aluja and Angel Blanch
Catalonia, Spain (1994)

This study analyzed the relationships among Castellan personality

factor, scholastic aptitude, study habits, and academic
achievement . A total of 887 volunteer students from primary
education( 453 males and 434 females), enrolled in 29 public
schools, participated in this research. It was found that the
scholastic aptitudes were the most predictive variables of
achievement, while the personality traits had a low direct
contribution to academic achievement, although the students with
higher scores on socialization personality traits showed better
study habits than those students with lower scores on personality
socialization traits. The relationship between personality and
academic achievement seems to be mediated by study habits.
Aptitude test measure students’ overall performance across a
broad range of mental capabilities . But aptitude tests also often
include items which measure more specialized abilities (such as
verbal and numerical skills) that predict scholastic performance in
educational programmes
This probably explains why there is high correlation between
student scores in aptitude test and scores in both the verbal and
numerical ability test in this study. This finding also suggest that for
an aptitude test to be considered valid, it should show a significant
positive correlation with both verbal and numerical tests.
By – Graetz (1995)
A study on socio-economic status of the parents of students and
concluded that the socio-economic background has a great
impact on student’s academic achievement:-
In this study on the influence of social and economic disadvantage
in the academic achievement of school 125 students noticed,
where the parents or guardians have social, educational and
economical advantage definitely strengthen the higher level
success in future .But it is also noted that these parent make
available sufficient psychological and emotional shore up to their
children by providing good educational and learning environment
that produce confidence and the improvement of skills needed for
success.
Student’s personality development and adjustment capabilities are
disturbed when they are made to do a particular thing or task or
when they are not allowed to do a particular thing or task on the
basis of their families’ socio economic status (SES) and gender
they belong to. When societal norms and society made them
(children) realize about the things that they can have, they can do,
they can achieve and which they can’t achieve, can’t have or the
way they should behave and they shouldn’t behave just because
they belong to a particular socioeconomic background.
BY- KRISHAN
TO STUDY RELATED TO ACADEMIC ACHIEVEMENT:-

A study on non- intellectual factors and their influence on

academic achievement. The sample comprised of 180 students of
sixth to ninth class studying in central school Tirupati and was
divided into three groups depending on their parents “ education
as high ,middle, and low. The results indicated that parents”
educational status had significant influence on the academic
achievement of their children. That many correlations are not
always significant or are rather weak. The authers suggested that ‘
‘student with a high cognitive potential for science do not pursue
careers as scientists or engineers because they lost their interest
during school’
The study of Oregon State University (2003)
Graduate admission that normal measure of educational
potential and academic achievement of high school:_
In this study they confirmed that the admission scores are related
to academic achievement at university level but to a very minimal
extent. Parent’s socio – economic condition, which includes
parents’ academic and professional qualification, revenue and
occupational affiliation , is also associated with academic gain of
students. The sample comprised of 230 student of high school. The
results of many studies confirmed that academic achievement of
students is contingent upon parent’s socio- economic condition. So
the student belonging from higher social economical backgrounds
will perform better than other students associated with low social
economic backgrounds.
BY – STUTI SRIVASTAVA
Research Scholar Department of Education University of Allahabad India
(2005) :
Achievement in science as Predictors of Students’ Scientific Attitude:-
This study is an attempt to find out whether achievement in science
contributes to prediction of scientific attitude in intent as well as action.
The sample consisted of 480 ninth graders(240 boys and 240 girls) of
Allahabad city,India Scientific Attitude Questionnaire prepared by K.S
Misra and Science Achievement Test (Form A) prepared by researcher
were used .It was found that knowledge , comprehension and application
in science do not contribute to the scientific attitude in intent among male
students. Male students with more ability to comprehend in science are
not likely to have better scientific attitude in their action. So science
educators should provide more personal autonomy to male students and
increase their motivation in learning science.
Among female students comprehension in science has been found to be
predictor of scientific attitude in intent and knowledge in science is found
to be the best predictor of scientific attitude in their action . It have
studied the evolution of sub construct of interest over school years and
have concluded that ‘ the largest decline in pupils’ attitude was for their
attitude towards learning science in schools’‘ whereas ‘ practical work in
science’ and the ‘ importance of science’ remained relatively unimpaired.
By:- T. Manichander, M. Brindhamani(2008)
ACADEMIC ACHIVEMENT AND SCIENTIFIC APTITUDE IN SCIENCE AMONG
THE STUDENT OF STANDARD-X:-
In this study find the significant relationship between Academic
Achievement and Scientific Aptitude in Science among the Students X.
Scientific Aptitude Inventory was developed and Academic Achievement
in Science test as a tool was used to assess the variables for this study. The
investigators employed Stratified Random Sampling Technique for the
selection of the sample. The size of the sample consists of 6 government
schools,4 aided schools in Perambalur District which 30 student from each
school are selected. The total size of the sample for this present study was
300 students. The major finding of the study revealed that the aided
school students are having higher Scientific Aptitude compared to the
government school students.
By – Owensa, etal.(2008)
Investigated whether associations between anxiety and educational
achievement were mediated via poor working memory performance:-
In this study fifty children aged 11-12 years completed verbal( backwards
digit span; tapping the phonological store/central executive) and spatial
(carsi blocks; tapping the visuospatial sketcpad/central executive) working
memory tasks. Trait anxiety was measured using the state-Trait Anxiety
Inventory for Children. Academic performance was assessed using school
administrative tests of reasoning ( Cognitive Abilities Test) and
attainment(Standard Assessment Tests).The results showed that the
association between trait anxiety and academic performance was
significantly mediated by verbal working memory for three of the six
academic performance measures ( math, quantitative, and non- verbal
reasoning ). The finding indicate that PET is a useful framework to assess
the impact of children’s anxiety on educational.
By- Newton and Moore (2009)
To describe the relationships among scholastic aptitude ,nursing
aptitude :-
BSN student attrition prior to the final semester of the curriculum, and
Bachelor of Science in Nursing (BSN) student readiness for the National
Council Licensure Examination – Registered Nurse ( NCLEX – RN),This
study’s finding, along with other findings in the literature, suggest the
need for a parsimonious explanatory model of BSN student attrition that
can be used to guide admission and progression policies, and ensure that
student ready for the NCLEX – RN are the ones graduating from BSN
programs
By – Sheared,(2009)
Hardiness commitment, gender, and age differentiate university
academic performance
Sample data are reported from a total of 134 university undergraduate
students. The results showed that mature- age students achieved higher
final degree GPA( grade point average) compared to young
undergraduates. Female student significantly outperformed their male
counterparts in each measured academic assessment criteria .Female
students also reported a significantly higher mean score on hardiness
commitment compared to male students. Commitment was the most
significant positive correlate of academic achievement Final degree GPA
and dissertation mark were significantly predicted by commitment, and
commitment and gender, respectively.
By.Jonathan, et al(2009)
The motivated strategies for learning questionnaire for predicting
academic performance in college students of varying scholastic
aptitude:-
In this study all 15 subscales of the motivated Strategies for learning
Questionnaire (Pintrich,Smith,Garcia,and Mckeachle,1993) were
administered to 352 unddergraduate students taking Introductory
Psychology . Their scores were evaluated with respect to incremental
validity( in addition to ACT scores) they provided for predicting course
grades. Result indicated that only two of the subscales, self efficacy,and
Time and study. Environment contributed incremental validity. When the
students were disaggregated by ACT composite, and the low, medium ,
and high ACT groups were evaluated separately,Self Efficacy dropped out
of the model for the low ACT group, and only time and study environment
provided incremental validity.
By – D.B Rao (2010)
Scientific Attitude, Scientific Aptitude and Achievement:-
This research study gives in detail the theoretical perspectives and
research results concerned to scientific attitude, scientific aptitude and
achievement in biology. This report will help the researchers to probe into
the unsorted areas, the to frame feasible policies, the authors to develop
suitable books, the teachers to provide appropriate learning
experiences ,and the students to enhance the traits to the expected levels.
By P.N Nataraj and G Manjula(2010)
A Study On Scientific Aptitude Of High School Students In Relation To
Their Achievement In Science:-
In the present study the researcher has attempted to study the Scientific
Aptitude of high school students in relation to their achievement in
science . The investigation was carried out on 650, 9th standard student
using the Scientific Aptitude Battery by D.R K.K Agarwal, and achievement
test in science constructed and standardized by investigator. Descriptive
Statistic Differential Analysis and correlation were used to analysis the
data. The findings of the study on Scientific Aptitude and achievement in
science shows that male and female, Hindu, Christian, Muslim do not
differ significantly. While Scientific Aptitude and achievement in science
between rural and urban high school students differ significantly. Also a
significant correlation is found between achievement in science and
Scientific Aptitude of high school students.
By Dr. dhaval R. Patel
Assistant Professor vision College of Education Navaragpura,
Ahmedabad-09(2010)
A study of scientific aptitude of students of secondary schools:-
In this research it was decided to measure scientific principles aptitude the
test is constructed. An aptitude test should be developing in Gujarat. The
construction of this type of test is very few at secondary level .Student do
not understand scientific principle while learning of science . The research
is conducted to know the scientific principle aptitude in student of
standard of 8 to 10 of Gujarat states’ secondary schools. According to
independent variable 68 schools were selected by stratified random
sampling . sampling from 68 schools 204 classes were selected by
stratified random sampling and 5040 students were selected by clustered
sampling method.
By –Muhammed Aqeel Raza and Ahmad Farooq Shah
Bahauddin Zakariya university, Multan (2011)
Impact of Favourite Subject towards the Scientific Aptitude of the
Students at Elementary Level:-
This study analysis the impact of favorite subject towards the scientific
aptitude of the students at elementary level. The technique of correlation
was used for the purpose. The students having science subjects as a
favorite subjects were scored I and students having other than science
subjects as a favorite subjects were scored 0.1526 students
( male,female,urban rural) of Multan district were considered as sample .
Mean scores in science aptitude test of the students having different
subjects were calculated.
By. K.C Barmola (2012)
APTITUDE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS.
It is study explores the abstract and verbal reasoning (aptitude) among
science and arts students. It is aimed to find out the difference between
science and arts students in terms of abstract and verbal reasoning, and
academic achievement . A sample of 84(42 each from science and arts
group stream) students has been taken from a government school of
Tehri-Garhwal (Uttrakhand- India). Data is collected by administrating
Differential Aptitude Test(DAT). It is examined through the significance of
the difference between means. Result show that there is found
significance difference between science and arts students in terms of
abstract and verbal reasoning (DAT). No significant difference is found in
terms of academic performance among students. Children’s semi-
structured home learning environment transitions into a more structured
learning environment when children start first grade. Early academic
achievement later academic achievement.
By – Shoukat Ali 1 , Zubair Haider 2, Fahad munir 1, Hamid Khan 1, Awais
Ahmed 3(2013)
A Case Study Of Islamia University Sub- Campus
Factors Contributing to the Students Academic Achievement:-
The present research study was design to investigate the factors affecting
academic achievement of graduate students of Islamia university of
Bahawalpur Rahim Yar Khan Campus. The variable under consideration
were the academic achievement (student’s/grades/marks) as a dependent
variable and the gender, age, faculty of study, schooling, father/ guardian
social economic status, and residential area, medium of schooling ; tuition
trend ,daily study hours and accommodation trend were independent
variables. The data were collected from 100 student through separate
structured questionnaire from different departments of Islamia University
of Bahawalpur, Rahim Yar khan Campus using the simple random sampling
technique. For analysis, linear regression model, correlation analysis , and
descriptive analysis were used. The findings revealed that age,
father/guardian social economic status and daily study hours significantly
contribute the academic performance of graduate students.
By Richardson and Bond(2013)
Explored psychological correlates of university students’ academic
achievement
A systematic review and meta-analysis. Univariate analyses that
demographic and psychosocial contextual factors generated, at best ,
small correlations with grade point average (GPA). Medium-sized
correlations were observed for high scholl GPA, SAT, ACT, and A level
scores. Three non- intellective constructs also showed medium-sized
correallatins with GPA: academic self-efficacy, grade goal, and effort
regulation. A large correlation was observed for achievement self-efficacy,
which was the strongest correlate( of 50 measures) followed by high
school GPA, ACT, and grade goal
By – Amjed Islam Pitali
GHSS Dajal, Jampur, Rajan, PAKISTAN(2013)
MEASUREMENT OF SCIENTIFIC ATTITUDE OF SECONDARY SCHOOL STUDENT:-
The aim of this paper was to measure the scientific attitude of secondary
school students. The data were drawn from ten schools of District Rajanpur,
Pakistan. Total samples of 100 students were drawn randomly. The instrument
was consisted of student questionnaire contains eight main elements of
scientific attitude which are: curiosity, rationality, willingness to suspend
judgment, open mindedness, critical mindedness, objectivity, honesty and
humility. This study was being made to know the development of scientific
attitude of Grade students. Using statistical procedure, the empirical data was
analyzed. The mean score for each items, eight parts and over all were
calculated. The analysis shows that the attitude of the students is slightly
scientific.
 CHAPTER-3
Research Methodology
Objectives of the Study:-
Objectives of the present study were as follows:-
1. To study the level of Scientific Aptitude of secondary school students.
2. To study the gender difference in Scientific Aptitude of secondary school
students.
3. To study the level of Academic Achievement Motivation of secondary
school students.
4. To study the gender difference in Academic Achievement Motivation of
secondary school students.
5. To study the relationship between Scientific Aptitude and Academic
Achievement Motivation of secondary school students.
Hypothesis:
1. There will be no significant relationship between scientific aptitude and
academic achievement motivation of secondary school students.
RESEARCH DESIGN:-
The design is simple group research; which includes 190 students of both sexes
from Public school located in urban area (Rajasthan Public School, Nangloi,
New Delhi). The age range of the student is 14 to 16 years. And equal number
of subjects would be taken from both the genders that are male and female.
Variables:-
A variable is defined as anything that has a quantity or quality that varies. The
dependent variable is the variable a researcher is interest in. The changes to
the dependent variable are what the researcher is trying to measure with all
their fancy techniques. An independent variable is a variable believed to affect
the dependent variable. This is the variable that the researcher, will
manipulate to see if it makes the dependent variable change.
Variables in the study:
1) Independent variable: Scientific Aptitude Test Battery
2) Dependent variable : Academic Achievement Motivation’
SAMPLE AND SAMPLING METHODS:
A total number of 80 subject are taken through the method of random
sampling method. The subject are taken of 9 th and 10th class(approximately 14-
16 years of age), and equal number of boys and girls are taken as subjects. (For
example- 20 girls and 20 boys are from 9th and similarly 20 boys and 20 girls are
from 10th)
Sampling methods:-
The sample of the study can have a profound impact on the outcome of the
study. In this lesson, we’ll look at the procedure for drawing a sample and why
it is so important to draw a sample that represents the population. Sampling is
the process whereby a researcher chooses her sample because sampling isn’t
straightforward as it initially seem, there is a set process to help researechers
choose a good sample. The basic of sampling:
1. identify the population of internet .A population is the group of people that
you want to make assumptions about.
2. Specify a sampling frame. A sampling frame is the group of people from
which you will draw your sample. Notice that a sampling frame is not as large
as the population, but it’s still a pretty big group of people.
3. Specify a sampling method .There basically two ways to choose a sample
from a sampling frame: randomly or non randomly . There are benefit to
both .Basically if your sampling frame is approximately the same demographic
makeup as your population, you probably want to randomly select your
sample, perhaps by flipping a coin or drawing names out of a hat.
4. Determine the sample size. In general, larger samples are better , but they
also require more time and effort to manage.
5. Implement th plan, Once you know population, sampling frame, sampling
method, and sample size, you can use all that information to choose your
sample.
The best sampling is probability sampling, because it increase the likelihood of
obtaining samples that are representive of the population.

Probability sampling( Representative samples)

Probability samples are selected in such a way as to be representative of the
population. They provide the most valid or credible results because they
reflect the characteristics of the population from which they are selected (e.g
residents of a particular community, students at an elementary school, etc.)
There are two types of probability samples: random and Stratified.
Random sample-
The term random has a very precise meaning . Each individual in the
population of interest has an equal likelihood of selection. This is a very strict
meaning- you can’t just collect responses on the street and have a random
sample. Stratified sample is a mini reproduction of the population .Before
sampling, the population is divided into characteristics of importance for the
research for example, by gender, social class,education level,religion etc. Then
the population is randomly sampled within each category or stratum. If 38% of
the polulation is college –educated, then 38% of the sample is randomly
selected from the college-educated population.
Non-probability samples(Non-representative samples)
As they are not truly representative, non probability samples are less
desireable than probability samples. However, a researcher may not be able to
obtain a random or stratified sample, or it may be too expensive. A researcher
may not care about generalizing to a larger population. The validity of non-
probability samples can be increased b trying to approximate random
selection, and by eliminating as many sources of bias as possible.
Quota sample
The defining characteristic of a quota sample is that the researcher
deliberately sets the proportions of levels or strata within the sample. This is
generally done to insure the inclusion of a particular segment of the
population. The researcher sets a quata, independent of population
characteristic Purposive sample is a non representative subset of some larger
population, and is constructed to serve a very specific need or purpose. A
researcher may have a specific group in mind, such as high level business
executives. Its may not be possible to specify the population - they would not
all be shown, and access will be difficult. The researcher will attempt to zero in
on the target group, interviewing whosever is available.

A subset of a purposive sample is a snowball sample – so named because one

picks up the sample along the way, analogous to a snowball accumulating snow.

Snowball sample:-
 It is achieved by asking a participant to suggest someone else who might be willing
or appropriate for the study. Snowball samples are particularly useful in hard- to –
track populations, such as truants, drug users, etc.

Convenience sample:-

It is matter of taking what you can get. It is an accidental sample. Although selection
may be unguided, it probably is not random, using the correct definition of
everyone in the population having an equal chance of being selected. Volunteers
would constitute a convenience sample. Non – probability samples are limited with
regard to generalization. Because they do not truly represent a population, we
cannot make valid inferences about the larger group from which they are drawn.
Validity can be increased by approximately random selection as much as
possible,and making every attempt to avoid introducing bias into sample selection.

Accidental sampling (also known as convenience sampling or opportunity

sampling):

It is type of non- probability sampling that involves the sample being drawn from
that part of the population that is close to hand. Advantages of accidental sampling
are:

1. Simplicity of sampling and ease of research.

2. Helpful for pilot studies and for hypothesis generation.

3. Data collection can be facilitated in short duration of time.

4. Cost effectiveness

Disadvantage of accidental sampling:

1. Risk that the sample might not represent the population as a whole

2. It might be biased by volunteers

Purposing sampling:

Purposing sampling , also known as judgmental, selective or subjective sampling, is

a type of non – probability sampling technique. Non – probability sampling focused
on sampling techniques where the units that are investigated are based on the
judgement of the researcher. Purposing sampling, also referred to as judgement ,
selective or subjective sampling is a non probability sampling method that is
characterized by a deliberate effort to gain representative samples by including
groups or typical areas in a sample. The researcher relies on his/her own
judgement to select sample group members. Purposive sampling is mainly
popular in qualitive studies. In purposive sampling researcher has sufficient
knowledge of topic to select sample of experts and subjects are chosen in this
sampling method according to the type of the topic .Therefore , skills and
capabilities of the researcher to find appropriate individuals to contribute to
the achievement of research objectives play important role on the outcome of
studies using this sampling technique.
In this research- we are using the method of random sampling to draw our
sample .
40 subjects are confirmed from 9th class and 40 subjects are confirmed from
10th class would be taken. The subjects would be taken in between the age of
14 to 16 years and equal number of boys and girls would be taken as subjects
( for example- 20 girls and 20 boys from 9th class and similarly 20 boys and girls
from the 10th class.

TOOLS FOR DATA COLLECTION

The tool for testing will be Scientific Aptitude Test Battery (Dr K.K. Agarwal)
and Academic Achievement Motivation Test(Dr. T.R Sharma)
Scientific Aptitude Test Battery: Scientific Aptitude Test Battery standardized
by Dr. K.K Agarwal,1986. This is a battery of d) Science Vocabulary. It is
standardized on population of 1427 high school students of both sexs.
Approximate time to answer this battery is 15 mintues. 201-004-TR(1 set
includes: manual,25 Reusable question booklets and 100 answer sheets).
Reliability: Test –retest and Split- half for individual sub-test as well as for the
entire test( r=0.84 to 0.93,p<0.0).

Type of Test Test retest Split- half

Reasoning test .90 .91
Numerical test .91 .91
Science information test .84 .84
Science vocabulary test .93 .84
Entire Battery .94 .93
Validity: The items of the test battery have been found to discriminate well
between high and low scores. Further most of the items reveal positive high
correlations with total scores. All test consist of homogenous items and can
discriminate between poor and bright children. Predictive validity, w.r.t school
science, mathematics, total examination score( r=0.59,0.57 and 0.58; all
significantly.

Administration
All the tests constituting the battery are group tests in re-usable booklet form.
The answers are to be given on the answer sheeta separately provided for the
test. Timing for each test is as fallow:
(i) Reasoning test 25mts
(II) Numerical ability test 30mts
(III) Science information test 20mts
(IV) Science vocabulary test 15mts
The total time required for the administration of test battery is 90mts and 15
to 20 minutes are needed for the giving directions to the students. Hence the
battery can be administered conveniently in about 2 hours.
Scoring
The responses are scored conveniently with the help of scoring key. The wrong
and left questions are crossed out and then the number of correct response
and no marks are deducted for wrong answers. There are 210 maximum marks
on the full battery.
Academic Achievement Motivation Test
The test has been constructed by Dr. T.R. Sharma, Professor & Dean, Faculty of
Education, Punjabi University, Patiala and published by National Psychological
Corporation, 4/230, Kacheri Ghat, Agra-282004.(U.P. has thirty eight (38) test
items to measure the Academic Motivation of the students. Harris (1960)
observes “ Motivation has long been recognized as a primary factor in
achievement but its value in evaluation has been limited because of the
absence of suitable instruments for assessing it.” Earlier efforts at assessing
achievement met with frustration because of the ambiguity of the construct,
woolliness of the concept was almost nabulised by the cognitively oriented
psychologist including Tolman and Lewin who argued that the instigation,
direction, magnitude and persistence of a behavioral episode was purposive
i.e., guided by an anticipation of aids. Their approach sharply contrasted with
the pure associative theory and the drive times approach which thought of
cognition as propelled towards the goal by connections between increasing
stimulus and motor responses, a purely mechanistic conception of human
behavior (Ebel, 1969) which ruled out any scope for the achievement which is
generally informed from responses to TAT developed by McClelland & others
(1953). Scientists like Heckhausen (1967) and Morgan (1964) have used TAT
technique to measure need ofr achievement. But recent years have been
controversy over the use of TAT too. Two considerations surfaced themselves
regarding measurement of achievement motivation. The first is bringing of the
content of the self on the surface and second is making that content stable
enough. Accordingly getting at achievement motivation through performance
observations and observer’s rating is only advancing. Getting at achievement
motivation through performance observation is a doubtful proposition.
Indirect technique involving self rating appears relatively competent and
fruitful (Bisht, 1981). The test standardized in this manual is based, on this
technique.
Standardisation
A list of the statements, each of which was followed by three alternatives was
subjected to a conversazione participated by nearly forty subject experts in
order to determine their suitability. They reduce the items from 70 to 49 and
applied the following criteria for retention.
(i) The items should be simple and clear.
(ii) The items should evoke achievement imagery.
(iii) The items should depict situations familiar to pupils belonging to various
socio-economic strata.
(iv) The items should involve situations which are within the experience range
of school children and are connected with study. The conversazione also
enjoined upon the author to retain only two lives instead of three, one
indicating achievement motivation and the other indicating absence of such
motivation, the former to be assigned a score of one and the other a score of
zero.
These 49 items with two alternative were tried on 100 students (average age
11+) selected at random from schools of Patiala between 11 to 15 years of age.
After scoring as mentioned above point biserial and between total test score
was calculated in respect of each item by using the formula rp bis=[Np-
Nq)/Sdt]√pq (Guilford, 1965). Correlation was found to be insignificant in case
of 11 items, so the same were dropped. Only 38 items were retained and the
same consituted the test.
Reliability of Academic Achievement Motivation Test : The reliability of the
achievement motivation test was determined by three methods i.e. Split-half,
Rational Equivalence and Test-Retest method. The reliability of split-half
method was established with the total N= 100. The score of odd items was
1355 and an even item was 1400.
The reliability of split-half test was found to be 0.53 and whole test was 0.697.
The reliability of rational equivalence method was found that r=0.75. The
reliability of test-retest method was found to be 0.795 for boys (298) and
0.80for girl (301).
Three methods were tried to determine the reliability of the test. The results
have been calculated below.
(a) Split- half

N Score on odd Score on Reliability of Reliability of

items evens items half test whole test
100 1355 1400 0.53 0.697

(b) (i) Rational Equivalence

N Number of S.D of test ∑Pq r11

Items Scores
100 38 4.86 6.368 0.7506
(ii)

Sex Number of No. of Items Mean S.D r11

Subjects Score
BOYS 310 38 4.57 4.57 0.664
GIRLS 4.28 4.28 0.661
(iii) Test- retest

Sex N Mean of Mean retest SD(i) SD(ii) R

Original Score scores
BOYS 398 28.015 28.25 4.5 0.795
GIRLS 301 29.695 28.31 4.3 0.807

Validity of Academic Achievement Motivation Test:

Three types of validities – content, criterion and construct, were established.
The item of the test was selected on the basis of pooled judgment of nearly
forty exports in the field of testing. This sufficed for content validity. For
criterion validity, on the basis of consider judgment of class teacher, twenty
students; ten low on achievement motivation and ten high on achievement
motivation were administered this under standardization.
Significant difference (t=6.30) were found in the mean test –score of the two
groups. For construct validity,SK boys =-0.4315, SK girls=-0.4189 and Ku
boys=0.2880, Ku girls= 0.3612 were represented normally distributed score in
the test. Sufficient difference were found in the mean test scores of the two
groups. Data are given below.

Group N Mean S.D t P

Score
High 10 33.1 2.60 6.30 <0.01
motivated
Low 10 20.7 4.18 6.30 <0.01
motivated

And as mentioned previously each item correlated with total test and items
showing not significant correlation were deleted from the test. This establishes
the construct validity of the test.
The values of SK & KU are given below:
SK: a) boys = 0.4315
b) girls = -0.4189
Ku: a) boys= 0.2280
b) girls = 0.3612
This show that scores are normally distributed
Administration
The test can be administered to a group of not more than 40 children at a
time. The subjects have to be seated properly so that they are not tempted to
consult one another or copy the response. The directions given on the booklet
be read out to the subjects. With the help of black board the two examples
provided in the booklet be explained to the children.
Use
The test provides a direct numerical score indicating how much an individual a
boy or girl is motivated in field of academic achievement.
The score ranges from 0-38.Ready Reckoner given below serve as a quick
guide.
(a) High motivated Boys 33 or above
` Girls 34 or above
(b) average motivated Boys between 26 and 32
Girls between 27 and 33
(c) Boys 25 or below
Girls 26 or below
Scoring Precedure of Acaemic Achievement Motivation Test.
The Sharma academic achievement motivation test provide direct numerical
score indicating how much an individual is motivated in the field of academic
achievement. The score range from zero to thirty eight. There are no positive
or negative items in the test. There are thirty eight items in the test and in
each item there are two alternatives are given such as A □and B □ for each
item award one mark if a box □ has been ticked in case of items no
1,3,4,6,8,10,12,13,15,16,17,18,21,25,27,31,35,36;37 and if box B□ has been
ticked in case of items no
2,5,7,9,11,14,19,20,22,23,24,26,28,29,30,32,33,34;38.

STATISTICAL ANALYSIS
Statistics is a mathematical technique or process of gathering, describing ,
organizing, analysis and interpreting numerical data. The statistical techniques
are used to give meaningful and considerable picture of whole data so that it
could be easily comprehended. It was employed to test the hyprpotheses of
the study.
For the present study, the following statistical techniques were used for the
analysis and interpretation of data:
Mean: In statistics, the mean refer to the mean or average that is used to
derive the central tendency of the data in question .It is determined by adding
all the data points in a population and than dividing the total by the number of
points. The resulting number is known as the mean or the average. The mean
value was computed to describe status of learning style of secondary school
children.
Range: The range was used to describe the difference between minimum and
maximum scores of each learning style of secondary school children.
Standard Deviation: It is measure of the range of values in a set of numbers.
Standard Deviation is a statistic used as a measure of the dispersion or
variation in a distribution, equal to the square root of the arithmetic mean of
the squares of the deviations from the arithmetic mean. The standard
deviation was used to know most reliable measure of variability in each
learning style of secondary school children.
Correlation: The Pearson correlation was used to described magnitude and
direction of relationship between independent variable(scientific aptitude) and
dependent variable (academic achievement motivating)
t-test: A t-test is a statistical examination of two population means. A two –
sample test examines whether two samples are different and is commonly
used when the variances of two normal distributions are unknown and when
an experiment used a small sample size.
The data will be tabulated as appropriate descriptive measure applied, and
student’s T-test will be applied on categorical variables using appropriate
statistics programs such as SPSS(statistical package for the social sciences).
SPSS Statistics is a software package used for statistical analysis. The current
versions(2015) are officially named IBM SPSS Statistics. -
A T-test is any statistical hypothesis test in which the test statistics follows a
student’s t- distributions if the null hypothesis is supported. It can be used to
determine if two sets data are significantly different from each other, and is
most commonly applied when the test statistics would follow a normal
distribution if the value of a scaling temrs in test statisicswere known.when the
scaling term is unknown and is replaced by an estimate based on the data, the
test statistics (under certain conditions) follows a student’s distribution.
f-test The Analysis of variance (ANOVA) was used to find out interactional
effect of scientific aptitude on academic achievement motivation and
academic achievement motivation on scientific aptitude of senior secondary
school children.
CHAPTER – 4
RESULT AND INTERPRETATION
Scientific Aptitude of Secondary School Children
Based on the test scores the mean, standard deviation, “t” value and “f” value
were calculated and tabulated

S.NO Variable Samples Number(N) Mean Standard t- Level of

Deviation value Significance
f- at 0.05
value level
1 Gender MALE 40 14.89 3.081 2.01 N.S
FEMALE 40 15.75 2.47

The table no – 1 reveal that the “t” value 2.01 is found to be significant at 0.05
level. From the table ,it is observed that the Mean scores of female are
significantly higher than the male.
Scientific Aptitude of Secondary School Children on the bases of classes
Based on the test scores the mean, standard deviation, “t” value and “f” value
were calculated and tabulated

Class Gender Mean Standard t-value Level of

Deviation f-value Significance
at 0.05
level
9 Male 4.28 2.14 0.98 NS
Female 5.23 2.41
10 Male 5.45 3.98 1.12 NS
Female 6.21 4.31

From the table- 2, it is observed that the Mean scores of female are
significantly higher than the mean score of male in both classes. And the mean
scores of 10th class are better than the mean scores of 9th class.
Academic achievement motivation of Secondary School Children:
S.NO Gender Numbers Mean Standard t- Level of
Deviation value Significance
f- at 0.05 level
value
1 MALE 40 4.35 3.42 0.98 N.S
FEMALE 40 4.38 4.27
The table no 3 reveals that the “t” value 0.98 is found to be significant at 0.05 level.
From the table, it is observed that the Mean scores of female are significantly
higher than the male.
 SL Class Gender Mean Standard t-value Level of
NO Deviation f-value Significance
at 0.05 level
1 9 Male 2.45 2.24 1.81 NS
Female 3.43 2.23
2 10 Male 2.78 2.65 1.92 NS
Female 3.48 2.93

Correlation of Scientific Aptitude and Academic Achievement Motivation of

secondary school children.
SL NO Variable N Level of Significance at 0.05 level
1 Scientific Aptitude Correlation 80
2 Academic achievement motivation Correlation 80

Table -5 reveals that the correlation coefficient of Academic Achievement

Motivation with the Scientific Aptitude were found to be significant at 0.01 level
 CHAPTER -5

DISCUSSION AND CONCLUSION

In this research we analysed the effect of scientific aptitude in academic

achievement motivation of secondary school children. The study shows at
performance of the few students of school is better than other students in their
Scientific Aptitude. The present study also shows that female students are having
higher Scientific Aptitude compared to the male students. There is positive
magnitude and high relationship between students’ aptitude test score and their
specific score. So, at the time of admission in secondary classes in science
education, favorite subjects of the students should be seriously considered with
other factors.

Aptitude must be tested at the time of admission at secondary level education and
students must be guide to choose subjects according to their aptitude. High mean
of the students having science subjects show high science aptitude than students
having other than the science subjects as a favorite subject. So student having
science subjects as favorite subject have high science may allow entering science
education at Sr. Secondary level. Students having no science aptitude may not be
allowed entering science education at Sr. Secondary level. Otherwise students will
not show better performance in science education. This may harmful of the career
of the student. Results show significant co-relation exists between academic
achievement motivation and scientific aptitude . This shows that the level of
motivation affects the scientific aptitude of children. If the child has high level of
motivation that shows the more interest towards science, if the child has average
and low level of motivation that shows less interest towards science. Same as if
child has more interest towards science that has highly motivated towards study,
high level of motivation and if child has low interest towards science that shows low
and average level of motivation towards study. Finally, level of achievement is
affected by choice, effort and persistence. The higher these indices, the higher
motivation and the more likely task achievement will occur. Motivation enhances
cognitive processing. Motivation actually affects what and how information is
processed because motivated students are more likely to pat attention and try to
understand the material instead of simply going through the motions of learning in
a superficial manner.

Many studies have shown that boy’s attitudes to science are more significantly
positive than girls. Especially, boys’ interest in physic and earth science is greater
than that of girls ( Weinburge 1995; Dawson,2000,Haussler&
Hoffman,2002).Dwason (2000) surveyed boys’ and girls’ popular topic among 77
topics which 7th grade student learn. The 5 most popular topics for boys are earth
quakes, rockets, how to dissect dead animal, electricity and simple experiments in
chemistry. Those for girls are crystals, animal that live in sea, poisonous animals of
Australia , simple experiment in chemistry and animal which are rare. There are
gender differences about students’ interest in science, However, not think that
gender itself is the factor of influencing students’ motivation on interest. It is
possible to think that there can be some relation. There is no significant difference
between male and female secondary school students in respect of Scientific
Aptitude and academic achievement motivation. There is a significant difference
between school students in respect of Scientific Aptitude and achievement in
science. There is a significant relationship between the Scientific Aptitude and
academic achievement motivation of secondary school children. One longitudinal
study by Oliver and Simpson(1988) showed strong relationship between aptitude
towards science, motivation to achieve, and self concept about his ability (quated
from Osborne 2003). However, research evidence offers little support for strong
relation between achievement and motivation.

Lee and Brophy’s (1996) analysis of motivation pattern shows that high achievers
in science are not always interested in science. Weinburg’s (1995) meta- analysis of
the research suggested that there is only a moderate correlation between
achievement and scientific aptitude, although this correlation is stronger for high
and low ability girls (quoted from Osborne, 2003).

Minjung Bae, Michigan State University: The purpose of this study is to review the
literature about interest science. Interest is very important to motivate students to
learn. However recent studies show that as children grow, their interests in science
tend to decline(Dawson 2000; Bae,2003; Osborne, 2003 ). Especially, science text
books have many theories, which are difficult for some students to understand. This
study consists of five topics about interest in science. The topics are the following ;
definition of interest, method of assessing interest, degree of student’ interest in
science, factors of influencing students’ interest ,and development of interest.

Ghosh and Chatterji (1972) the test scores were highly related with the academic
success for girls’ scientific groups. Shrivastava, Madhulika (1998) revealed the
controversial findings that male students were better than female students in the
area of scientific aptitude.

Rao Digumarti Bhaskara,(1990) studies also reported the pupils of private school
students possessed a bit high Scientific Aptitude than government schools students.
The following findings are closely associated with this study. The controversial
findings that scientific aptitude in secondary school pupil was also average and his
studies also reported the pupils of urban school students possessed a bit high
Scientific Aptitude than rural school students.

P.N. Nataraj and G. Manjula in the study the researcher has attempted to study the
Scientific Aptitude of high school students in relation to their achievement in
science. The investigation was carried out on 650, 9 th standard students Descrptive
Statistics Differential Analysis and Correlation were used to analyses the data. The
findings of the study on Scientific Aptitude and achievement in science shows that
male and female, Hindu, Christian and Muslim do not differ significantly. While
Scientific Aptitude and achievement in science between rural and urban high
school students differ significantly. Also a significant correlation is found between
achievement in science and Scientific Aptitude of high school students.

CONCULSION

Following conclusions are drawn from the findings of this study:

As the present study analyses the effect of scientific aptitude in academic

achievement motivation of secondary school children. This finding also suggests
that of an aptitude test to be considered valid, it should show a significant positive
correlation with level of motivation in academic achievement. Aptitude tests are
excellent predictors of future, scholastic achievement and provide ways of
comparing students’ performance under the same situation. Aptitude tests
measure students’ overall performance across a board range of mental capabilities.
But aptitude tests also often include items which measure more specialized abilities
(such as reasoning and numerical ability) that predict scholastic performance in
educational programmes. This probably explains there is high correlation between
student scores in aptitude test and scores in all sub-tests reasoning, numerical
ability, science information and science vocabulary tests in this study. Aptitude tests
are excellent predictors of future, scholastic achievement and provide ways of
comparing students’ performance under the same situation. Element rationality,
willingness to suspend judgment, open mindedness, critical mindedness,
objectivity, honesty and humility. In the light of the findings and conclusions of this
study, the following recommendations seem reasonable and fitting. The attitude to
be taught must be identified and planned. The meaning of vocabulary used to
describe aptitudes or the behavior related to them must clarify for the learner.
Pupils should be free to attempt their own patterns of exportation. Learning
experiences must be selected on the basis of knowledge, skills and attitudes to be
learned. Emphasis should be laid upon the teaching of science along with
homemade cheep material for different experiments. The students should be
encouraged to construct new equipment for the experiments. Interest should be
created in science teaching by organizing science exhibitions and science fairs. The
modern scientific magazines, journals, films, video films, should be provided to the
school for students use. Science classes should not consist of more than thirty five
students. Discovery approach should replace the conventional method in science
teaching.
This draws us to an important implication, as these are findings in a normal school
population. There can be severe problems that may evolve, if the condition gets
unnoticed. Counseling and the continued assistance of practitioners in seen as vital
in providing adequate coping skills for adjustment problems and overall and all
around development of personality (and personality structure) of children.

Since Aptitude performance is the potential of a person to learn effectively in future

engagements, it is therefore important that school should develop curricula that
are effective in developing skills of students as a means of improving performance
of students in general aptitude tests., It is obvious from findings to research ability
have high correlatoin, this relationship indicates that one is needed for appropriate
interpretation and understanding of other hence a balanced approach should be
adopted in teaching of sub-test. Therefore, gender should not be a factor to be
considered when determining the type of assessment procedure to be employed
with students. This study provides an empirically-based suggestion for then need to
develop high motivation skills in order to do well in aptitude test. The findings from
this study also imply that ability tests can be validated using a good aptitude test.
Children’s semi-structured home learning environment transitions into a more
structured learning environment when children start first grade. Early academic
achievement enhances lager academic achievement. Individual differences in
academic achievement have been linked to differences in intelligence and
personality. Students with higher mental ability as demonstrated by level of
motivation (linked to effort and achievement motivation ) tend to achieve highly in
academic settings. A recent meta-analysis suggested that mental curiosity has an
important influence on academic achievement in addition to intelligence and
conscientiousness. Students with having science subjects as a favourite subject. For
strength, the correlation coefficient shows the high relationship.It supports the
statement that students having science subjects as a favourite subjects have more
scientific aptitude than the students having favourite subject other than science
subjects. The mean scores of children’s are greater than all other children mean
scores in science aptitude test of students having more scientific aptitude. It
supports the statement that students having more scientific aptitude than the other
students having highly motivated towards study of science then others.

Limitations of this study:

As the research was conducted on a sample of 80 students, although the sample

size for this study is not small, but the fact still remains that it did not represent the
totality of students.

. The sample was drawn from a single school, so these results might not follow in
the same way if many more number of schools would be taken for drawing the
sample.
. Another point of consideration is that this study is limited to the student of 9 th and
10th class students.

Suggestions for further researches

. Different types and more number of school can be included in the study.

. Sample size can be increased.

. For making difference in area of school such as urban and ruler can also be
included.

.This study can also be conducted separately for boys and girls, and comparison can
be made after that ( for comparative studies).

Refrences

. Agarwal,Y.P(1994) The science of educational research: A source book

Kurukshetra: Nirmal Book Agency.

. Agarwal, J.S (1998) : Essentials of educational psychology’, Vikas Publising House,

New Delhi.

. American Journal of Educational Research : 1998, Vol. 1, No 8, 283-289 Available

online at http://pubs.sciepub.com/education/1/8/3.

. Agarwal, J.C. (1998) Psychology of Learning and Development, New Delhi: Vkas
Marg Publications

. Agarwal, Y.P. (1998) The science of Educational Research: A Source Book

Kurukshetra: Nirmal Book Agency

. Basdaran, H. et. (2000) : Scientific attitude and excellence at upper primary level:
A correlation study. Journal of Educational Research and Extension, 43, 21-27.

. Chaudhary, V. (2004). A comparative study on intelligence and academic

achievement of the secondary school students. Indian Psychological Review, 62(4),
177-181.

. Chauhan, S.S. (2004) Advanced Educational Psychology, New Delhi: Vikas

Publication House Pvt.Ltd.,

. Datta, Shrivastava, (2004); “Science and Society”, Vikas Publication House,

Gahaziabad.

. Dhandapani, S (2004) Advanced Educational Psychology, New Delhi: Anmol

Publication Pvt.Ltd.,
. Eamon, M.K (2005) Social demographic, school, neighborhood, and parenting
influences on academic achievement of Latino young adolescents. Journal of
Youth and Adolescence, 34(2), 163-175.

. Garrett, H.E (Statistics in Psychology and Education, Mumbai: Vakils Pfeffor and
Simon

. Heaven, P.C. L. and Ciarrochi, J. (2008). Parental Styles, Conscientiousness, and

Academic

. International Journal of Research in social http://www.ijmra.us.

. Jonathan, B.D., Murphy, C.S. Dwyer, W.O. (2009). Evaluation of the Motivated
Strategies for Learning Questionnaire for Predicting Academic achievement in
College Students of Vaying Scholasitic Aptitude. College Student Journal, 43(4),
1313-1323.

. K.K. Agarwal Aurora, S. (2009). Manual for Scientific Aptitude Test Battery,
National psychological corporation, Agra, India.

. Kothari, C.R. (2009) Research Methodology, Methods and Techniques, New

Delhi. New Age International Publishers.

. Mangal, S.K. (2009). Advanced Educational Psychology. Ed.2, New Delhi: PHI
Learning private Limited McDonald, A.S. Newton, P.E., Whetton, Cand Benefield, P.
(2009). Aptitude testing for university entrance: a literature review. National
foundation for educational research.

. Mangal, S.K.(2010) Advanced Educational Psychology, New Delhi: Prentice Hall of

India Pvt. Ltd.

. Maureen, A.C. (2010). Aptitude is not enough: How personality and behavior
predict academic

. Newton, S.E. and Moore, G. (2011). Use of Aptitude to Understand Bachelor of

Science in Nursing Attritin and Readiness for the National Council Licencsure
Examination-Registered Nurse. Journal Professional Nursing, 25(5), 273-278.

. Owensa, M., Stevensona, J., Roger, N. and Hadwina, J. A. (2011). Processing

efficiency theory in children: Working memory as a mediator between trait
anxiety and academic performance, An international Journal, 21(4), 417-430.

. Performance. British Journal of Educational Psychology, 79(1), 189-204.

. Performance. Journal of Research in Personality, 40(3), 339-346.

. Rao D B (2013). A study of teaching aptitude, social adjustment and job

satisfaction on secondary school science teachers. Unpublished Ph.D. Thesis.
Acharya Nagarjuna University.
. Richardson, M., Abraham, C. and Bond, R. (2013). Psychological correlates of
university student’s academic achievement: A systematic review and meta-
analysis. Psychological Bulletin, 138(2), 353-387.

. Satish Kumar (2013). A comparative study of effectiveness of teacher educators

in different types of teacher education institutions in relation to their anxiety,
stress and job-satisfaction. Unpublished Ph.D. Thesis. Maharshi Dayanand
University

. S.M. Ganoje (2013). A comparative study of teaching aptitude of D.T. Ed.

Trainees of Government and Non Government Colleges. International Referred
Research Journal, June, 2011, ISSN-0975-3486, RNI: RAJBIL 2009/30097, VCL-
II*ISSUE 21

. Thiagarajan, P, and Vasanthi. (2013). Scientific attitude of the Prospective Science

Teachers in the Colleges of education. Journal of Educational.
 APPENDICES

HERE GIVEN ARE THE TABLES OF THE SCORES OF SCIENTIFIC APTITUDE TEST
BATTERY
S NO Gender Class Reasoning Numerical Science Science Total(Raw
Test Ability Test Information Vocabulary score)
Test Test
1 Female 9th 22 18 20 29 89
2 Female 9th 34 26 12 12 84
3 Female 9th 39 30 19 28 116
4 Female 9th 35 27 26 18 106
5 Female 9th 45 36 14 15 110
6 Female 9th 28 17 20 25 90
7 Female 9th 29 24 26 26 105
8 Female 9th 30 21 16 22 89
9 Female 9th 35 26 29 20 110
10 Female 9th 37 35 14 16 102
11 Female 9th 47 35 21 27 130
12 Female 9th 48 35 12 30 125
13 Female 9th 35 36 28 19 118
14 Female 9th 20 15 20 29 84
15 Female 9th 37 33 33 13 116
16 Female 9th 29 36 27 22 114
17 Female 9th 34 20 23 10 87
18 Female 9th 35 38 36 19 128
19 Female 9th 28 26 39 23 116
20 Female 9th 45 35 36 14 130
21 Female 10th 34 33 22 19 108
22 Female 10th 31 29 19 29 108
23 Female 10th 47 30 24 17 118
24 Female 10th 45 36 35 25 141
25 Female 10th 49 25 30 28 132
26 Female 10th 47 45 45 41 178
27 Female 10th 39 33 36 38 146
28 Female 10th 40 36 36 22 134
29 Female 10th 34 29 25 20 108
30 Female 10th 45 45 34 35 159
31 Female 10th 26 27 31 27 111
32 Female 10th 24 24 23 11 82
33 Female 10th 45 45 38 39 167
34 Female 10th 34 22 23 19 98
35 Female 10th 45 36 38 29 148
36 Female 10th 39 28 26 23 116
37 Female 10th 30 15 17 16 78
38 Female 10th 32 21 14 31 98
39 Female 10th 35 27 26 14 102
40 Female 10th 34 25 26 15 100
S NO Gender Class Reasoning Numerical Science Science Total(Raw
Test Ability Test Information Vocabulary score)
Test Test
1 Male 9th 31 28 25 21 105
2 Male 9th 29 22 22 17 90
3 Male 9th 43 36 29 18 126
4 Male 9th 21 24 23 14 82
5 Male 9th 22 34 24 21 101
6 Male 9th 35 31 26 22 114
7 Male 9th 36 34 31 23 124
8 Male 9th 23 18 26 23 90
9 Male 9th 28 19 23 22 91
10 Male 9th 41 28 17 21 107
11 Male 9th 34 29 22 17 102
12 Male 9th 31 31 24 12 101
13 Male 9th 27 23 15 14 89
14 Male 9th 33 23 18 18 92
15 Male 9th 28 34 23 15 100
16 Male 9th 29 34 25 25 113
17 Male 9th 33 22 33 16 104
18 Male 9th 25 33 26 19 103
19 Male 9th 38 32 23 24 117
20 Male 9th 43 41 35 24 143
21 Male 10th 35 38 27 29 129
22 Male 10th 41 33 39 15 128
23 Male 10th 34 28 14 27 103
24 Male 10th 32 29 25 15 101
25 Male 10th 28 31 20 18 97
26 Male 10th 34 28 25 15 102
27 Male 10th 45 43 32 24 144
28 Male 10th 35 40 24 21 120
29 Male 10th 29 34 26 12 101
30 Male 10th 46 43 42 32 165
31 Male 10th 46 37 42 32 163
32 Male 10th 43 45 32 24 147
33 Male 10th 42 39 31 39 151
34 Male 10th 43 43 32 14 132
35 Male 10th 34 28 38 23 123
36 Male 10th 33 31 26 13 103
37 Male 10th 28 22 17 12 79
38 Male 10th 43 42 34 32 151
39 Male 10th 41 35 34 24 134
40 Male 10th 28 30 24 21 103
HERE GIVEN ARE THE TABLES OF THE ACADEMIC ACHIEVEMENT MOTIVATION
S.NO Gender Class Total Score Level of motivation
1 Female 9th 14 Low
2 Female 9th 21 Low
3 Female 9th 29 Average
4 Female 9th 26 Low
5 Female 9th 32 Average
6 Female 9th 19 Low
7 Female 9th 18 Low
8 Female 9th 23 Low
9 Female 9th 24 Low
10 Female 9th 28 Average
11 Female 9th 29 Average
12 Female 9th 34 High
13 Female 9th 27 Average
14 Female 9th 17 Low
15 Female 9th 27 Average
16 Female 9th 19 Low
17 Female 9th 24 Low
18 Female 9th 29 Average
19 Female 9th 22 Low
20 Female 9th 35 High
21 Female 10th 28 Average
22 Female 10th 21 Low
23 Female 10th 35 High
24 Female 10th 35 High
25 Female 10th 36 High
26 Female 10th 18 Average
27 Female 10th 29 Low
28 Female 10th 19 High
29 Female 10th 15 Low
30 Female 10th 36 High
31 Female 10th 16 Low
32 Female 10th 34 Low
33 Female 10th 29 High
34 Female 10th 28 Low
35 Female 10th 29 High
36 Female 10th 28 Low
37 Female 10th 19 Low
38 Female 10th 29 Low
39 Female 10th 28 Average
40 Female 10th 19 Average
S.NO Gender Class Total Score Level of motivation
1 Male 9th 27 Average
2 Male 9th 18 Low
3 Male 9th 33 High
4 Male 9th 15 Low
5 Male 9th 18 Low
6 Male 9th 29 Average
7 Male 9th 28 Average
8 Male 9th 18 Low
9 Male 9th 14 Low
10 Male 9th 34 HIGH
11 Male 9th 22 LOW
12 Male 9th 27 Average
13 Male 9th 26 Average
14 Male 9th 24 Low
15 Male 9th 16 Average
16 Male 9th 18 Low
17 Male 9th 29 Average
18 Male 9th 25 Low
19 Male 9th 32 Average
20 Male 9th 27 Average
21 Male 10th 28 Average
22 Male 10th 32 Average
23 Male 10th 25 Low
24 Male 10th 24 Low
25 Male 10th 15 Low
26 Male 10th 32 Average
27 Male 10th 26 Average
28 Male 10th 35 High
29 Male 10th 24 Low
30 Male 10th 36 High
31 Male 10th 16 Low
32 Male 10th 19 Low
33 Male 10th 33 High
34 Male 10th 23 Low
35 Male 10th 36 High
36 Male 10th 26 Average
37 Male 10th 22 Low
38 Male 10th 23 Low
39 Male 10th 28 Average
40 Male 10th 24 Low
PROJECT REPORT (MAPC 2ND YEAR)
(MACE026: COUNSELLING PSYCHOLOGY)

(IGNOU)

TILLE OF THE PROJECT:

EFFECT OF SCIENTIFIC APTITUDE IN ACADEMIC ACHIEVEMENT
MOTIVATION OF SECONDARY SCHOOL CHILDREN

INVESTIGATOR: SUPERVISOR
……………………. ……………………..
…………………….
……………………..

STUDY CENTRE
UNVAC, SECTOR -22, DWARKA,
NEW DELHI
STUDY CENTRE CODE : 38013

REGIONAL CENTRE
IGNOU DELHI-III RAMPHAL CHOWK
NEAR SEC-7,DWARKA NEW DELHI-77
Appendix III
CONSENT LETTEROF SUPERVISOR/GUIDE
This is to certify that the Project
titled…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………………………….for the partial fulfillment of MACP Programme of
IGNOU will be carried out by Mr./Mrs
Enrollment No ……………………………………….under my guideance.

(Signature)
Name of the Supervisor:
Designation:
Address :
Date:
Appendix-IV
PERFORMA FOR APPROVAL OF PROJECT SYNOPSIS
(MPCE016/026/036)
Enrollment No

Name and Address of the

Learner………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………

Phone no…………………………………………Email…………………………………………………………………………

Study Centre…………………………………………..Regional Centre………………………………………………

Programme Code : MACP

Course Code: MPCE016/026/036 (tick mark whichever is appropriate)

Title of the project/Dessertation Work:…………………………………………………………………

………………………………………………………………………………………………………………………………………..

(enclosed the proposal/synopsis)

Name and the Address of the Supervisor…………………………………………………………………….

……………………………………………………………………………………………………………………………………..

Is the Supervisor an Academic Counsellor of MACP Programme of IGNOU Yes/No

If Yes, Name and Code of the Study Centre he/she is attached with………………………………

No of Student Currently Working under the Supervisor for MPCE016/026/036…………….

In case of other than Academic Counsellor:

Academic Qualifcation of the supervisor………………………………………….

Number of Years of Relevant Experience………………………………………….

(Enclosed the Bio-data of the Supervisor Refer, to Appendix-I)

Signature of the student

Date:

NOTE: THE PROJECT PROPOSAL/SYNOPSIS WILL BE REJECTED IF THIS PERFORMA IS NOT

COMPLETELY FILLED
Enrollment Number: Regional Centre

Name of the Learner:………………………………………………………………………………………..

Title of the Project……………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

Name and Address of the Supervisor……………………………………………………………………………..

…………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….

For Office Use Only

Supervisor: Approved Not Approved

Synopsis ( Put a tick mark (√) as appropriate)

a) Approved- synopsis is approved as submitted.

b) Approved after modifications as suggested – indicating that the synopsis is approved

subject to the incorporation of the specific modifications.

c) Not Approved

Comments/Suggestions:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………

Note:

1. This form with the comments should be enclosed with the revised synopsis wherever
required.

2. In case resubmission, original synopsis needs to be submitted along with the revised
synopsis

3. Appendix IV, indicating the approved of the synopsis, should be attached with the final
project report/dissertation.
INTRODUCTION:

1.1. Science plays an important role in a routine life of a person. With the entering of the
science in education with talk and chalk has become outdated. An individual having
science aptitude must enter in science or technical education otherwise he or she will not
be successful in the field of science. Certain study skills, science and heredity background
are helpful in determining science aptitude. Other factors like physical, social, emotional
development, moral character, interest, abilities and attitudes may also be considered for
the development of science aptitude. Aptitude indicates the natural ability of an
individual that may be scholastic, vocational, acquired or learned or developed
component of a competency to do a certain kind of work at a certain level, natural ability
to acquire knowledge, capability or ability readiness or quickness in learning the stage or
quality. The Innate nature of aptitude is in contrast with achievement that represents
knowledge or ability that is gained. Aptitude may be physical or mental. Aptitude and
intelligence quotient have effects on one another positive or negative intelligence
quotient considered intelligence the only measureable latent trait and aptitude divides
mental ability into many different characteristics, which are independent to each other.
“Scientific aptitude is a complex of interacting hereditary and environmental
determinants producing predisposition or ability in science. Through these abilities, it is
possible to predict future accomplishment of a person in science” defined by Rao,1969.

1.2 Aptitude cannot measure directly the future success of an individual but can be used
as indicator of future success. Second aptitude relates with the individual difference that
is the combination of innate and environmental influences. Aptitude reflects current
behaviors and tendency of learning. Researchers has proved that aptitude is the
combination of heritable and environmental components and is unchangeable in normal
circumstances. The concept of aptitude has implications for practice like student
grouping. The concept of aptitudes negates the concept of problem for slow learner and
boring for high achiever.

1.3 Aptitudes of the students to decide future education varies from individual to
individual that indicates individual’s interest and learning ability, the specific ability
needed to facilitate learning a job, aptness, suitability, readiness, tendency, or natural or
acquired disposition or Aptitude indicates the normal ability of an individual that may be
scholastic, vocational, acquired or learned or developed component of a competency to
do a certain kind of work at a certain level, natural ability to acquire knowledge having
science aptitude must enter in science or technical education otherwise he or she will not
be successful in the field of science. Certain study skills, science and heredity background
are helpful in determining science aptitude. Other factors like physical, social , emotional
development, moral character, interests, abilities and attitudes may also be considered
for the development of science aptitude. Aptitude is commonly used term in the field of
vocational psychology. It is an important aspect of psychological measurement for
individual differences for suitability of any occupation. Aptitude is a person’s capacity or
hypothetical potential for acquisition of certain more or less well defined patterns of
behavior involved in the performance of a task with respect to which the individual has
had little or no previous training.

1.4 Academic achievement is defined by two terms. Academic pertains to school subjects
or to fields of liberal arts or to the sphere of ideas and abstraction, while achievement is
denoted by knowledge attained or skills development by pupils usually in the school,
measured by test scores or by marks assigned by teachers. In other words an academic
achievement motivation is defined as knowledge acquired and skill development in
school subjects, generally indicated by marks obtained in test in an annual examination.
Achievement is the glittering crown which reflects a sense of sincerity, candidates and
perserveance on the part of achievers and also parents, teachers and all those helping to
achieve it, and thus a result of bidirectional results. Achievement behavior may be
defined as any action directed of gaining approval where public standards of excellence
are applicable. Crow and crow, defined academic achievement as the extent to which a
learner is profiting from instruction in a given area of learning i.e., achievement is
reflected by the extent to which skill or knowledge has been imparted to him.
2 Review of Literature

There are some of the research studies which are related to the present study.

2.1 Socialized Personality, Scholastic Aptitudes, Study habits, and Academic

Achievement by Anton Aluja and Angel blanch, Catalonia, Spain(1994)

This study analyzed the relationship among cattellian personality factors, scholastic
aptitude, study habits, and academic achievement. A total of 887 volunteer students
from primary education (453 males and 434 females ), enrolled in 29 public schools,
participated in this research . It was found that the scholastic aptitude were the most
predictive variables of achievement, while the personality traits had a low direct
contribution to academic achievement, although the students with higher scores on
socialization traits. The relationship between personality and academic achievement
seems to be mediated by study habits.

2.2 Graetz (1995) conducted a study on socio-economic status of the parents of student
and concluded that the socio economic background has a great impact on student’s
academic achievement.

In this study on the influence of social and economic disadvantage in the academic
achievement of school 125 students noticed, where the parents or guardian have social ,
educational and economical advantage definitely strengthen the higher level success in
future. But it is also noted that these parents make available sufficient psychological and
emotional shore up to their children by providing good educational and learning
environment that produced confidence and the improvement of skills needed for
success.

2.3 TO STUDY RELATED TO ACADEMIC ACHIEVEMENT BY KRISHNAN(1997)

Krishnan conducted a study on non-intellectual factors and their influence on academic

achievement. The sample comprised of 180 students of sixth to ninth class studying in
central school Tirupati and was divided into three groups depending on their parents “
education as high middle and low . The results indicated that parents “ educational status
had significant influence on the academic achievement of their children.

2.4 The study of Oregon State university (2003) on graduate admission that normal
measures of educational potential and academic achievement of high school:-

In this study they confirmed that the admission scores are related to academic
achievement at university level but to a very minimal extent. Parent’s socio-economic
condition, which includes parent’s academic and professional qualification, revenue and
occupational affiliation, is also associated with academic gain of students. The sample
comprised of 230 students of high school. The results of many studies confirmed that
academic achievement of students is contingent upon parent’s socio-economic condition.
So the students belonging from higher social economical backgrounds will perform better
than other students associated with low social economical background.
2.5 Achievement in Science as Predictors of Students’ Scientific Attitude BY STUT
SRIVASTAVA Research Scholar Department of Education University of Allahabad
India(2005)

This study is an attempt to find out whether achievement in science contributes to

prediction of scientific attitude in intent as well as action. The sample consisted of 480
ninth graders(240 boys and 240 girls) of Allahabad city, India. Scientific Attitude
Questionnaire prepared by K.S Misra and Science Achievement Test(From A) prepared by
researcher were used. It was found that knowledge, comprehension and application in
science do not contribute to the scientific attitude in intent among male students. Male
students with more ability to comprehend in science are not likely to have better
scientific attitude in their action. So science educators should provide more personal
autonomy to male students and increase their motivation in learning science. Among
female students comprehension in science has been found to be a predictor of scientific
attitude in intent and knowledge in science is found to be the best predictor of scientific
attitude in their action.

2.6 ACADEMIC ACHIEVEMENT AND SCIENTIFIC APTITUDE IN SCIENCE AMONG THE

STUDENTS OF STANDARD –X BY T Manichander, M brindhamani(2008)

In this study find the significant relationship between Academic Achievement and
Scientific Aptitude in Science among the students of standard X Scientific Aptitude
Inventory was developed and Academic Achievement in science Test as a tool was used
to assess the Variables for this study. The investigators employed Stratified random
Sampling Technique for the selection of the sample . The size of the sample consist of 6
government school, 4 aided school in Perambalur District which 30 students from each
school are selected. The total size of the sample for this present study was 300 students.
The major finding of the study revealed that the aided school students are having higher
Scientific Aptitude compared to the government school students.

2.7 Owensa et al (2008) investigated whether associations between anxiety and

educational achievement were mediated via poor working memory performance:

In this study fifty children aged 11-12 years completed verbal (backwards digit span:
tapping the phonological store/ central executive) and spatial ( Corsi blocks; tapping the
visuospatial sketchpad/ central executive ) working memory task. Traits anxiety was
measured using the state Traits Anxiety Inventory for Children Academic performance
was assessed using school administered test of reasoning (Cognitive Abilities Test) and
attainment (standard Assessment Tests).The results showed that the association between
trait anxiety and academic performance was significantly mediated by verbal working
memory for three of the six academic performance measures (math, quantitative and
non-verbal reasoning). The finding indicate that PET is a useful framework to assess the
impact of children’s anxiety on educational achievement.

2.8 Newton and Moore (2009) studied to describe the relationships amomg scholastic
aptitude, nursing aptitude:-
BSN student attrition prior the final semester of the curriculum , and Bachelor of Science
in Nursing(BSN) student readiness for the National Council Licensure Examination-
Registered Nurse (NCLEX-RN). This study’s finding along with other finding in the
literature, suggest the need for a parsimonious explanatory model of BSN student
attrition that can be used to guide admission and progression policies , and ensure that
students ready for the NCLEX-RN are the ones graduating fro BSN programs.

2.9 Sheard, (2009) exmined hardiness commitment, gender, and age differentiate
university academic performance:-

Sample data are reported from a total of 134 university undergraduate students. The
results showed that mature –age students achieved higher final degree GPA( grade point
average) compared to young undergraduate. Female students significantly outperformed
their male counterparts in each measured academic assessment criteria. Female students
also reported a significantly higher mean score on hardiness commitment compared to
male students. Commitment was the most significant positive correlate of academic
achievement. Final degree GPA and dissertation mark were significantly predicted by
commitment and gender, respectively.

2.10 Jonathan,et al.(2009) evaluated the motivated strategies for learning

questionnaire for predicting academic performance in college students of varying
scholastic aptitude.

In this study all 15 subscales of the Motivated Strategies for Learning Questionnaire
(Pintrich, Smith, Garcia, and McKeachie, 1993) were administered to 352 undergraduate
students taking Introductory Psychology. Their scores were evaluated with respect to
incremental validity(in addition to ACT scores) they provided for predicting course
grades. Results indicated that only two of the subscales, self efficacy, and time and study
Environment, contributed incremental validity. When the students were disaggregated
by ACT composite, and the low, medium ,and high ACT groups were evaluated
separately, Self-Efficacy dropped out of the model for the low ACT groups, and only time
and study environment provided incremental validity.

2.11 Scientific Attitudes, Scientific Aptitude and Achievement by D.B Rao (2010)

This research study gives in detail the theoretical perspective and research results
concerned to scientific attitude , scientific aptitude and achievement in biology. This
report will help the researchers to probe into the unsorted areas, the planners to frame
feasible policies, the authors to develop suitable books, the teachers to provide
appropriate learning experiences , and the students to enhance the traits to the expected
levels.

2.12 A study on Scientific Aptitude Of High School Students In Relation To Their

Achievement In Science By P.N Nataraj and G Manjula(2010)

In the present study the researcher has attempted to study the Scientific Aptitude of high
school students in relation to their achievement in science. The investigation was carried
out on 650, 9th student using the Scientific Aptitude Battery by Dr. K.K Agarwal, and
achievement test in science constructed and standardized by investigator, Descriptive
Statistics. Differential Analysis and Correlation were used to analysis the data. The
findings of the study on Scientific Aptitude and achievement in science shows that male
and female , Hindu, Christian and Muslim do not differ significantly. While Scientific
Aptitude and achievement in science between rural and urban high school students
differ significantly. Also a significant correlation is found between achievement in science
and Scientific Aptitude of high school students.

2.13 A study of scientific aptitude of students of secondary schools by Dr Dhaval R.

Patel Assistant Professor Vision College of Education Navaragpura, Ahmedabad-
09(2010)

In this research it was decided to measure scientific principles aptitude the test is
constructed. An aptitude test should be developing in Gujarat. The construction of this
type of test is very few at secondary level. Students do not understand scientific
principles while learning of Science. The research is conducted to know the scientific
principles aptitude in students of standard 8 to 10 of Gujarat States’ secondary schools.
According to independent variables 68 schools were selected by stratified random
sampling. Sampling from 68 to 204 classes were selected by random sampling and 5040
students were selected by clustered sampling method.

2.14 Impact of Favorite Subject towards the Scientific Aptitude of the Students at
Elementary Level by Muhammad Aqeel Raza and Ahmed Farooq Shah, Bahauddin
Zakariya University, Multan (2011)

This study analyzes the impact of favorite subject towards the scientific aptitude of the
students at elementary level. The technique of correlation was used for the purpose. The
students having science subjects as a favorite subject were scored I and students having
other than science subjects as a favorite subject were scored 0.1526 students (male,
female,urban,rural) of Multan district were considered as sample. Mean scores in science
aptitude test of the students having different subjects as a favorite subject were
calculated.

2.15 APTITUDE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS BY K.C Barmola(2012)

It study explores the abstract and verbal reasoning (aptitude) among science and arts
students. It is aimed to find out the difference between science and arts students in
terms of abstract and verbal reasoning, and academic achievement. A sample of 84(42
each from science and arts group stream) students has been taken from a government
schools of Tehri-Garhwal (Uttrakhand, India). Data is collected by administering
Differential Aptitude Test (DAT). It is examined through the significance of the difference
between means. Results show that there is found significant difference between science
and arts students in terms of abstract and verbal reasoning (DAT). No significant
difference is found in terms of academic performance among students.
2.16 Factor Contributing to the Students Academic Achievement: A Case Studey of
Islamia University Sub-campus Shoukat Alii, Zubair Hairder2 Fahad Munir 1, Hamid
Khan 1, Awais Ahmed3(2013):

The present research study was design to investigate the factors affecting academic
achievement of graduate students of Islamia University of Bahawalpur Rahim Yar Khan
Campus. The variables under consideration were the academic achievement (student’s
grades/marks) as a dependent variable and the gender, age, faculty of study, schooling,
father/guardian social economic status, and residential area, medium of schooling;
tuition trend, daily study hours and accommodation trend were independent variables.
The data were collected from 100 students through separate structured questionnaire
from different departments of Islamia University of Bahawalpur, Rahim Yar Khan Campus
using the simple random sampling technique. For analysis, linear regression model,
correlation analysis, and descriptive analysis were used. The findings revealed that age,
father/guardian social economic status and daily study hours significantly contribute the
academic performance of graduate students.

3 SIGNIFICANCE OF THE STUDY

3.1 A scientific aptitude is a potential for acquiring certain skills or knowledge. As such it
is used in a far more specific way than intelligence. It is also covers areas not included
under the umbrella called “Intelligence.” The dictionary of Psychology (1934) specifies
that “Scientific Aptitude is a condition or set of characteristics regarded as symptomatic
of an individual’s ability to acquire with training some knowledge, skill or set of
response”. In the present study scientific aptitude is defined as the present condition
which is indicative of individuals’ potentialities for the future. It is a device designed to
indicate a person’s potential ability for performance of certain type of activity of a
specialized kind. A great number of studies demonstrate that there are associations
between student’s scientific aptitude and academic performance .For instance, Alexander
(1995) found that achievement in science has direct influence on students’ scientific
aptitude . There exist a positive relationship between scientific aptitude and achievement
in science students with high achievement in science exhibit higher scientific aptitude
than their counterparts with low achievement.

3.2 The educational program that is devised for any one learner needs to take into
account not only his general ability to learn but also any special ability or scientific
aptitude which he may possess and for which special training should be provided.
Scientific aptitude may also be regarded as a special form of superiority in the limited
field of motivation, for example, science mathematics or mechanics. Scientific aptitude
tests have been developed to predict educability and motivation in various fields. The
present study is an attempt to find out how intent and action components of secondary
students’ scientific attitude are associated with in academic achievement motivation
among them. Student of secondary classes having more scientific aptitude were more
creative than those having less scientific aptitude.
4 METHODOLOGY

Research problem How the Scientific Aptitude and Academic Achievement Motivation
are correlated.

Objective of the study

Objectives of the present study were as follows:

1. To study the level of Scientific Aptitude of secondary school students.

2. To Study the gender difference in Scientific Aptitude of secondary school students.

3.To study the level of Academic Achievement motivation of secondary school students.

4. To study the gender difference in Academic Achievement Motivation of secondary

school students.

5. To study the relationship between Scientific Aptitude and Academic Achievement

Motivation of secondary school students.

Hypothesis:-

1. There will be no significant relationship between scientific aptitude and academic

achievement motivation of secondary school students.

Variables:

1) Independent variable: Scientific Aptitude since the research is aimed to find out
relation between variables( scientific Ap-A.A.M)both can effect each other .It is not one
way relation but a two way proven

2) Dependent variable: Academic Achievement Motivation.

Population: The populationincludes 190 students of bot sexes from Public school located
in urban area ( R.P.S Nangloi, New Delhi) The age range of the student is 14 to 16 years.

Sample: The sample for the present study consists of 80 students of class 9 th .

Tools: There are two employed for measuring the variables. They are

1. Scientific Aptitude Test battery (Dr. K.K Agarwal)

2. Academic Achievement Motivation Test (Dr. T.R Sharma).

Tools: There are following two test have been administered for the collection of the data.

Scientific Aptitude Test Battery: Scientific Aptitude Test Battery standardized by Dr K.K
Agarwal,1986. This is a Battery of 4 sub test:a) reasoning, b) numerical Abilities, c) Science
Information, and d) science vocabulary. It is standardized on population of 1427 high
school students of both sexes. Approximate time to answer this battery is 15 minutes.
201-004-TR(1 Set includes: manual , 25 Reusable question booklets and 100 answer
sheets)
Reliability: Test –retest and Split-half for individual sub test as well as for the entire test.
(r=0.84 to 0.93, p<0.01).

Validity: Predictive validity , w.r.t school science, mathematics, total examination score
(r=0.59,0.57 and 0.58; all significant)

2. Academic Achievement Motivation Test: To measure academic achievement

motivation the standardized test(S.A.A.M.T) By Dr. T.R Sharma(1984) is used. It has 35
items and the maximum possible score is 35. Each item of the test is scored as either +1
or 0 . The score of thirty three or above represented as high achievement motivation and
the score of twenty five or below stated as low achievement motivation of students.

Reliability: The reliability of the achievement motivation test was determined by three
methods i.e split-half, Rational Equivalence and Test-Retest method. The reliability of
split-half method was established with the total N= 100. The score of odd items was 1355
and an even item was 1400. The reliability of split-half test was found to be 0.53 and
whole test was 0.697. The reliability of rational equivalence method was found that r=
0.75.

Validity:- Three types of validities – content , criterion and construct, were established.
The item of the test was selected on the basis of pooled judgment of nearly forty exports
in the field of testing. This suffered for content validity. For criterion validity, on the basis
of considered judgment of class teachers, twenty students; ten low on achievement
motivation and ten high on achievement motivation were administered this test under
standardization. Significant differences (t = 6.30) were found in the mean test scores of
the two groups. For construct validity, SK Boys=-0.4315, SK Girls=-0.4189 and Ku boys=
0.2280, Girls = 0.3612 were represented normally distributed score in the test.

Statistical Analysis: The data is analyzed with the help of co-relation.

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