Chapter 5

CHAPTER-V
DISCUSSION OF RESULTS,
IMPLICATIONS OF FINDINGS AND
SUGGESTIONS FOR FURTHER RESEARCH
In the present chapter, a critical explanation and discussion have been carried out
on the results obtained. The implications of the results and suggestions for further
research have also been discussed. This chapter has been divided into three sections. The
first section explains the findings emerging out of the testing of all the hypotheses. The
second section covers the educational implications of the findings and the last section
gives suggestions for further research.
5.1 DISCUSSION OF RESULTS:
Hypothesis 1.1
The hypothesis is that “There is no significant difference between home

environment of Government and Private Senior secondary school students.”
Discussion: The result related to this hypothesis is that there is no significant difference
between the home environment of Government and Private Senior secondary school
students.
Finding: The null hypothesis is accepted and as per the data collected and interpreted, we
can say that the home environment of Government and Private Senior secondary school
students is similar.
Hypothesis 1.2

environment of male and female senior secondary school students.”
between the home environment of male and female Senior secondary school students.
can say that the home environment of male and female Senior secondary school students
1
is similar.
Hypothesis 1.3

environment of science and commerce senior secondary school students.”
between the home environment of science and commerce Senior secondary school
students.
can say that the home environment of science and commerce Senior secondary school
Hypothesis 1.4

environment of rural and urban senior secondary school students.”
Discussion: The result related to this hypothesis is that there is a positive and significant
difference between the home environment of rural and urban Senior secondary school
students.
Finding: The null hypothesis is rejected and as per the data collected and interpreted, we
can say that the home environment of rural and urban Senior secondary school students is
entirely different. The mean value for Urban Senior Secondary School Students is greater
than Rural Senior Secondary School Students which shows that the home environment of
Urban Senior Secondary School Students is better than the home environment of Rural
Senior Secondary School Students. This conclusion is in synchronization with the
rationality of this hypothesis.
Hypothesis 2.1
The hypothesis is that “There is no significant difference between emotional

intelligence of Government and Private Senior secondary school students.”
between the emotional intelligence of Government and Private Senior secondary school
students.
2
can say that the emotional intelligence of Government and Private Senior secondary
school students is similar.
Hypothesis 2.2

intelligence of male and female senior secondary school students.”
between the emotional intelligence of male and female Senior secondary school students.
can say that the emotional intelligence of male and female Senior secondary school
Hypothesis 2.3

intelligence of science and commerce senior secondary school students.”
between the emotional intelligence of science and commerce Senior secondary school
students.
can say that the emotional intelligence of science and commerce Senior secondary school
Hypothesis 2.4

intelligence of rural and urban senior secondary school students.”
difference between the emotional intelligence of rural and urban Senior secondary school
students.
can say that the emotional intelligence of rural and urban Senior secondary school
3
students is entirely different. The mean value for Rural Senior Secondary School Students
is greater than Urban Senior Secondary School Students which shows that the emotional
intelligence of Rural Senior Secondary School Students is better than the emotional
intelligence of Urban Senior Secondary School Students. This conclusion is in
synchronization with the rationality of this hypothesis.
Hypothesis 3.1
The hypothesis is that “There is no significant difference between achievement

motivation of Government and Private Senior secondary school students.”
between achievement motivation of Government and Private Senior secondary school
students.
can say that the achievement motivation of Government and Private Senior secondary
Hypothesis 3.2

motivation of male and female senior secondary school students.”
between achievement motivation of male and female Senior secondary school students.
can say that the achievement motivation of male and female Senior secondary school
Hypothesis 3.3

motivation of science and commerce senior secondary school students.”
between achievement motivation of science and commerce Senior secondary school
students.
4
can say that the achievement motivation of science and commerce Senior secondary
Hypothesis 3.4

motivation of rural and urban senior secondary school students.”
difference between achievement motivation of rural and urban Senior secondary school
students.
can say that the achievement motivation of rural and urban Senior secondary school
students is entirely different. The mean value for Rural Senior Secondary School Students
is greater than Urban Senior Secondary School Students which shows that achievement
motivation of Rural Senior Secondary School Students is better than achievement
motivation of Urban Senior Secondary School Students. This conclusion is in
Hypothesis 4.1
The hypothesis is that “There is no significant difference between the academic

achievement of Government and Private Senior secondary school students.”
difference between the academic achievement of Government and Private Senior
secondary school students.
can say that the academic achievement of Government and Private Senior secondary
school students is entirely different. The mean value for Private Senior Secondary School
Students is greater than Government Senior Secondary School Students which shows that
the academic achievement of Private Senior Secondary School Students is better than the
academic achievement of Government Senior Secondary School Students. This
conclusion is in synchronization with the rationality of this hypothesis.
5
Hypothesis 4.2

achievement of male and female senior secondary school students.”
between the academic achievement of male and female Senior secondary school students.
can say that the academic achievement of male and female Senior secondary school
Hypothesis 4.3

achievement of science and commerce senior secondary school students.”
difference between the academic achievement of science and commerce Senior secondary
school students.
can say that the academic achievement of science and commerce Senior secondary school
students is entirely different. The mean value for Science Senior Secondary School
Students is greater than Commerce Senior Secondary School Students which shows that
the academic achievement of Science Senior Secondary School Students is better than
the academic achievement of Commerce Senior Secondary School Students.
Hypothesis 4.4

achievement of rural and urban senior secondary school students.”
difference between the academic achievement of rural and urban Senior secondary school
students.
can say that the academic achievement of rural and urban Senior secondary school
students is entirely different. The mean value for Urban Senior Secondary School
6
Students is greater than Rural Senior Secondary School Students which shows that the
academic achievement of Urban Senior Secondary School Students is better than the
academic achievement of Rural Senior Secondary School Students. This conclusion is in
Hypothesis 5.1a
The hypothesis is that “There is no significant relationship between home

environment and emotional intelligence of Government senior secondary school
students.”
Discussion: The result related to this hypothesis is that there is a negative but non-
significant correlation coefficient for the relationship between home environment and
emotional intelligence of Government senior secondary school students.
can say that the home environment and emotional intelligence of Government senior
secondary school students are not significantly related.
Hypothesis 5.1b

environment and emotional intelligence of Private senior secondary school
students.”
Discussion: The result related to this hypothesis is that there is a negative and significant
correlation coefficient for the relationship between home environment and emotional
intelligence of Private senior secondary school students.
can say that there is a significant negative relationship between home environment and
emotional intelligence of private senior secondary school students. Based on these
samples, it may be concluded that home environment and emotional intelligence for
Private Senior Secondary School Students are negatively correlated; which indicates that
with a better Home Environment there is a reduction in Emotional Intelligence and vice-
versa.
Hypothesis 5.2a
7
environment and emotional intelligence of male senior secondary school students.”
intelligence of male senior secondary school students.
emotional intelligence of male senior secondary school students. Based on these samples,
it may be concluded that home environment and emotional intelligence for male Senior
Secondary School Students are negatively correlated; which indicates that with a better
Home Environment there is a reduction in Emotional Intelligence and vice-versa.
Hypothesis 5.2b

environment and emotional intelligence of female senior secondary school students.”
intelligence of female senior secondary school students.
emotional intelligence of female senior secondary school students. Based on these
female Senior Secondary School Students are negatively correlated; which indicates that
versa.
Hypothesis 5.3a

environment and emotional intelligence of science senior secondary school
students.”
8
intelligence of science senior secondary school students.
emotional intelligence of science senior secondary school students. Based on these
science Senior Secondary School Students are negatively correlated; which indicates that
versa.
Hypothesis 5.3b

environment and emotional intelligence of commerce senior secondary school
students.”
intelligence of commerce senior secondary school students.
emotional intelligence of commerce senior secondary school students. Based on these
commerce Senior Secondary School Students are negatively correlated; which indicates
that with a better Home Environment there is a reduction in Emotional Intelligence and
vice-versa.
Hypothesis 5.4a

environment and emotional intelligence of rural senior secondary school students.”
emotional intelligence of rural senior secondary school students.
9
can say that the home environment and emotional intelligence of rural senior secondary
school students are not significantly related.
Hypothesis 5.4b

environment and emotional intelligence of urban senior secondary school students.”
intelligence of urban senior secondary school students.
emotional intelligence of urban senior secondary school students. Based on these
urban Senior Secondary School Students are negatively correlated; which indicates that
versa.
Hypothesis 6.1a

environment and achievement motivation of Government senior secondary school
students.”
achievement motivation of Government senior secondary school students.
can say that the home environment and achievement motivation of Government senior
Hypothesis 6.1b

environment and achievement motivation of Private senior secondary school
10
students.”
achievement motivation of Private senior secondary school students.
can say that the home environment and achievement motivation of Private senior
Hypothesis 6.2a

environment and achievement motivation of male senior secondary school
students.”
Discussion: The result related to this hypothesis is that there is a positive but non-
achievement motivation of male senior secondary school students.
can say that the home environment and achievement motivation of male senior secondary
Hypothesis 6.2b

environment and achievement motivation of female senior secondary school
students.”
correlation coefficient for the relationship between home environment and achievement
motivation of female senior secondary school students.
achievement motivation of female senior secondary school students. Based on these
samples, it may be concluded that home environment and achievement motivation for
female Senior Secondary School Students are negatively correlated; which indicates that
11
with a better Home Environment there is a reduction in achievement motivation and vice-
versa.
Hypothesis 6.3a

environment and achievement motivation of science senior secondary school
students.”
achievement motivation of science senior secondary school students.
can say that the home environment and achievement motivation of science senior
Hypothesis 6.3b

environment and achievement motivation of commerce senior secondary school
students.”
achievement motivation of commerce senior secondary school students.
can say that the home environment and achievement motivation of commerce senior
Hypothesis 6.4a

environment and achievement motivation of rural senior secondary school
students.”
12
achievement motivation of rural senior secondary school students.
can say that the home environment and achievement motivation of rural senior secondary
Hypothesis 6.4b

environment and achievement motivation of urban senior secondary school
students.”
achievement motivation of urban senior secondary school students.
can say that the home environment and achievement motivation of urban senior
Hypothesis 7.1a

environment and academic achievement of Government senior secondary school
students.”
academic achievement of Government senior secondary school students.
can say that the home environment and academic achievement of Government senior
Hypothesis 7.1b

environment and academic achievement of Private senior secondary school
students.”
13
academic achievement of Private senior secondary school students.
can say that the home environment and academic achievement of Private senior
Hypothesis 7.2a

environment and academic achievement of male senior secondary school students.”
academic achievement of male senior secondary school students.
can say that the home environment and academic achievement of male senior secondary
Hypothesis 7.2b

environment and academic achievement of female senior secondary school
students.”
academic achievement of female senior secondary school students.
can say that the home environment and academic achievement of female senior
Hypothesis 7.3a

environment and academic achievement of science senior secondary school
students.”
14
academic achievement of science senior secondary school students.
can say that the home environment and academic achievement of science senior
Hypothesis 7.3b

environment and academic achievement of commerce senior secondary school
students.”
academic achievement of commerce senior secondary school students.
can say that the home environment and academic achievement of commerce senior
Hypothesis 7.4a

environment and academic achievement of rural senior secondary school students.”
academic achievement of rural senior secondary school students.
can say that the home environment and academic achievement of rural senior secondary
Hypothesis 7.4b

environment and academic achievement of urban senior secondary school students.”
15
academic achievement of urban senior secondary school students.
can say that the home environment and academic achievement of urban senior secondary
Hypothesis 8.1a
The hypothesis is that “There is no significant relationship between emotional

intelligence and achievement motivation of Government senior secondary school
students.”
significant correlation coefficient for the relationship between emotional intelligence and
achievement motivation of Government senior secondary school students.
can say that the emotional intelligence and achievement motivation of Government senior
Hypothesis 8.1b

intelligence and achievement motivation of Private senior secondary school
students.”
correlation coefficient for the relationship between emotional intelligence and
achievement motivation of Private senior secondary school students.
can say that there is a significant positive relationship between emotional intelligence and
achievement motivation of Private senior secondary school students. Based on these
samples, it may be concluded that emotional intelligence and achievement motivation of
Private Senior Secondary School Students are positively correlated; which indicates that
with better emotional intelligence there is better achievement motivation and vice-versa.
16
Hypothesis 8.2a

intelligence and achievement motivation of male senior secondary school students.”
achievement motivation of male senior secondary school students.
can say that the emotional intelligence and achievement motivation of male senior
Hypothesis 8.2b

intelligence and achievement motivation of female senior secondary school
students.”
achievement motivation of female senior secondary school students.
can say that the emotional intelligence and achievement motivation of female senior
Hypothesis 8.3a

intelligence and achievement motivation of science senior secondary school
students.”
achievement motivation of science senior secondary school students.
can say that the emotional intelligence and achievement motivation of science senior
17
Hypothesis 8.3b

intelligence and achievement motivation of commerce senior secondary school
students.”
achievement motivation of commerce senior secondary school students.
achievement motivation of commerce senior secondary school students. Based on these
commerce Senior Secondary School Students are positively correlated; which indicates
that with better emotional intelligence there is better achievement motivation and vice-
versa.
Hypothesis 8.4a

intelligence and achievement motivation of rural senior secondary school students.”
achievement motivation of rural senior secondary school students.
can say that the emotional intelligence and achievement motivation of rural senior
Hypothesis 8.4b

intelligence and achievement motivation of urban senior secondary school students.”
achievement motivation of urban senior secondary school students.
18
achievement motivation of urban senior secondary school students. Based on these
urban Senior Secondary School Students are positively correlated; which indicates that
with better emotional intelligence there is better achievement motivation and vice-versa.
Hypothesis 9.1a

intelligence and academic achievement of Government senior secondary school
students.”
academic achievement of Government senior secondary school students.
can say that the emotional intelligence and academic achievement of Government senior
Hypothesis 9.1b

intelligence and academic achievement of Private senior secondary school students.”
academic achievement of Private senior secondary school students.
can say that the emotional intelligence and academic achievement of Private senior
Hypothesis 9.2a

intelligence and academic achievement of male senior secondary school students.”
19
academic achievement of male senior secondary school students.
can say that the emotional intelligence and academic achievement of male senior
Hypothesis 9.2b

intelligence and academic achievement of female senior secondary school students.”
academic achievement of female senior secondary school students.
can say that the emotional intelligence and academic achievement of female senior
Hypothesis 9.3a

intelligence and academic achievement of science senior secondary school students.”
academic achievement of science senior secondary school students.
can say that the emotional intelligence and academic achievement of science senior
Hypothesis 9.3b

intelligence and academic achievement of commerce senior secondary school
students.”
20
academic achievement of commerce senior secondary school students.
can say that the emotional intelligence and academic achievement of commerce senior
Hypothesis 9.4a

intelligence and academic achievement of rural senior secondary school students.”
academic achievement of rural senior secondary school students.
can say that the emotional intelligence and academic achievement of rural senior
Hypothesis 9.4b

intelligence and academic achievement of urban senior secondary school students.”
academic achievement of urban senior secondary school students.
can say that the emotional intelligence and academic achievement of urban senior
Hypothesis 10.1a
The hypothesis is that “There is no significant relationship between

achievement motivation and academic achievement of Government senior
secondary school students.”
21
significant correlation coefficient for the relationship between achievement motivation
and academic achievement of Government senior secondary school students.
can say that the achievement motivation and academic achievement of Government
senior secondary school students are not significantly related.
Hypothesis 10.1b

achievement motivation and academic achievement of Private senior secondary
school students.”
and academic achievement of Private senior secondary school students.
can say that the achievement motivation and academic achievement of Private senior
Hypothesis 10.2a

achievement motivation and academic achievement of male senior secondary school
students.”
and academic achievement of male senior secondary school students.
can say that the achievement motivation and academic achievement of male senior
Hypothesis 10.2b

achievement motivation and academic achievement of female senior secondary
school students.”
22
and academic achievement of female senior secondary school students.
can say that the achievement motivation and academic achievement of female senior
Hypothesis 10.3a

achievement motivation and academic achievement of science senior secondary
school students.”
and academic achievement of science senior secondary school students.
can say that the achievement motivation and academic achievement of science senior
Hypothesis 10.3b

achievement motivation and academic achievement of commerce senior secondary
school students.”
and academic achievement of commerce senior secondary school students.
can say that the achievement motivation and academic achievement of commerce senior
Hypothesis 10.4a
23
achievement motivation and academic achievement of rural senior secondary school
students.”
and academic achievement of rural senior secondary school students.
can say that the achievement motivation and academic achievement of rural senior
Hypothesis 10.4b

achievement motivation and academic achievement of urban senior secondary
school students.”
and academic achievement of urban senior secondary school students.
can say that the achievement motivation and academic achievement of urban senior
The following is the conclusive summary of the findings of the research:
1. As per the research carried out, the home environment, emotional intelligence,
achievement motivation and academic achievement of rural and urban senior
secondary school students are entirely different. Although these parameters are
different for rural and urban students as per this study but as a matter of fact because
of rapid urbanization this difference is diminishing.
2. The academic achievement of Government-Private and Science-Commerce senior
secondary school students is also found to be entirely different as per the research.
24
3. The results of the research show that there is a significant negative relationship
between home environment and emotional intelligence of private, male, female,
science, commerce and urban senior secondary school students. This indicates that
with a better Home Environment there is a reduction in Emotional Intelligence and
vice-versa for these samples. Although this finding is restricted to the sample of this
research this finding cannot be generalized. A better home environment generally
results in the better emotional intelligence of all the students.
4. It is found as per the results of the research that there is no significant relationship
between home environment and achievement motivation of Government, private,
male, science, commerce, rural and urban senior secondary school students.
Whereas, there is found a significant negative relationship between home
environment and achievement motivation of female senior secondary school students,
indicating that with better Home Environment there is a reduction in achievement
motivation and vice-versa.
Although these findings are restricted to the sample population of this research only.
Hence, they cannot be generalized. The achievement motivation in a student may be
obtained irrespective of his home environment whether he is from any school type,
gender, background and stream. Achievement motivation as a factor strengthens and
guides the behavior of a student towards achievement and therefore is an important
factor of academic success.
5. The results of the research show that there is no significant relationship between
home environment and academic achievement of Government, private, male, female,
science, commerce, rural and urban senior secondary school students.
The academic achievement in a student may be obtained irrespective of his home
environment whether he is from any school type, gender, background and stream.
However, the rationality says that a healthier, motivating and positive home
environment is always conducive for better academic achievement of a student.
6. Regarding the relationship between emotional intelligence and achievement
motivation, the results of the research show that there is no significant relationship in
the Government, male, female, science and rural senior secondary school students.
Whereas, there is found a significant positive relationship between emotional
intelligence and achievement motivation of Private, commerce and urban senior
25
secondary school students indicating that with better emotional intelligence there is
better achievement motivation and vice-versa.
Although these findings are restricted to the sample population of this research only.
Hence, they cannot be generalized.
7. The findings of the research show that there is no significant relationship between
emotional intelligence and academic achievement of Government-private; male-
female; science-commerce; and rural-urban senior secondary school students. The
academic achievement of a student may be achieved irrespective of any level of
emotional intelligence.
8. As per our research, there is no significant relationship between achievement
motivation and academic achievement of Government-private; male-female; science-
commerce; and rural-urban senior secondary school students. The academic
achievement of a student may be achieved irrespective of any level of achievement
motivation.
5.2 IMPLICATION OF THE FINDING:
Academic research is meaningful if its results have productive educational suggestions.

The senior secondary school level is the base for the future of the students.
The findings of the research have implications for educationists, counselors, school
administrators as well as parents to facilitate the need for an appropriate supportive and
communicative environment at home and school for the students.
Genuine efforts should be made by the parents and the teachers for the training of
emotions and developing proper emotional intelligence among adolescents. Co-curricular
activities at home and schools should be organized to give an outlet to the emotions of
adolescents.
The teachers may be trained by incorporating elements of emotional intelligence in their
curriculum of education programs. These programs would encourage future teachers to
practice perceiving, understanding and regulating their emotions in carrying out their
tasks as a teacher. The teachers may also guide the parents to help them in better
understanding the emotions of their children. In this way, both teachers and parents
would mutually help students in achieving their endeavors.
It is recommended that a good institutional environment should be provided to the
26
students, as well the parents are advised to provide a congenial home environment to the
students that could, in turn, improve the academic achievement of students. A better
home environment is the key to better emotional intelligence, achievement motivation
and finally the better academic achievement of a student. The present study helps in
identifying the need of improving the home environment, emotional intelligence,
achievement motivation and finally academic achievement for the holistic development
of students.
5.3 SUGGESTIONS FOR THE FURTHER RESEARCH:
The investigator suggests the following areas for further research:-
1. The study in this field can be conducted on a broader geographical region and other
states by comparing various levels of Education including degree level.
2. Further research in this field may be carried out by considering some other
psychological variables such as personality, adjustment, mental health, etc. which
would help the students in their overall development.
3. For academic achievement, the researcher may use a standardized test instead of
our way of taking total marks of the students obtained in the previous years’
examination.
4. The present study may be extended by applying qualitative research techniques
unlike the quantitative research being done in this study.
5. A similar type of study may also be conducted on children with special needs or
orphan children.
6. The comparative study between students of senior secondary schools and
residential schools (Boarding schools or Navodaya Vidyalayas).
27

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CHAPTER-V

5.1 DISCUSSION OF RESULTS:

The hypothesis is that “There is no significant difference between home

The hypothesis is that “There is no significant difference between home

The hypothesis is that “There is no significant difference between home

The hypothesis is that “There is no significant difference between home

The hypothesis is that “There is no significant difference between emotional

The hypothesis is that “There is no significant difference between emotional

The hypothesis is that “There is no significant difference between emotional

The hypothesis is that “There is no significant difference between emotional

The hypothesis is that “There is no significant difference between achievement

The hypothesis is that “There is no significant difference between achievement

The hypothesis is that “There is no significant difference between achievement

The hypothesis is that “There is no significant difference between achievement

The hypothesis is that “There is no significant difference between the academic

The hypothesis is that “There is no significant difference between the academic

The hypothesis is that “There is no significant difference between the academic

The hypothesis is that “There is no significant difference between the academic

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between home

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between emotional

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between

The hypothesis is that “There is no significant relationship between