CHAPTER I

INTRODUCTION
1. Importance of Mathematics In present day situation mathematics is being an importance subject is an integral put of school curriculum are over the worked. Mathematics has been seen for many countries as the subject par excellence in which reasoning powers would be trained (Surja Kumri, 2002). It is a subject that develops and trains an individuals fundamental mental dispositions and. Another major reason is its use in other disciplines and is seen as a subject that serves to develops basic academic competencies. The great achievements of technology in all its forms, which influence life of every human being, have led to widespread importance of mathematics since use of mathematics forms the basis for these achievement. The usefulness of mathematics in job opportunities and in the future lives of students as citizens has further strengthened its positions in schools. In this role, it is viewed as being of major importance, though not necessity for it own sake. In the last two centuries or so mathematics has been used as a screening device for entry to numerous professions. In future also, the fastest growing occupations will require employees who have much higher mathematical capabilities than do the current job requirements. All these argument lead to the general view that mathematics has achieved continue to have this privileged position in future all over the world. 1.2 . Academic Achievement One of the major aims of education is all found personality development

of the child. In the present formal system of education, thus aim has contend only around the development of academic talents of the child and the educational institutions are trying their best to uplift the academic achievement. J.M. Stephen (1960) said, Not that other aspects of educational objectives are to be ignored by the society to promote scholastic development of pupil. Academic achievement no the core of educational growth and has become the centre of life. Sound achievement in academic side can well be matched with the pillars on which the entire future structure of personality stands. Success in academic subjects acts as an emotional tonic and any damage done to a child in the home on neighborhood may be pentally liaised by the success in school. High achievement in school creates self esteem and self confidence in the child which leads to better adjustment in the society. At the time of admission for entrance in a job, for scholarship and for further studies, academic-achievement is the only criterion. Thus, good academic-achievement predicts the future of each students to a large extent. Academic-achievement has always been a commercial area and the main centre of educational research. Despite many veined statements about the aims of education, the academic achievement of a pupil continues to be the primary concern and the most important goal of education. 1.3. Meaning of academic achievement Achievement is the accomplishment or proficiency of performance in a given skill or body of knowledge. Achievement is generally used in the sense of ability to do capacity to do or tendency to do. (Mo more and Engelhast. 1952). But a persons performance is conditioned by the attending circumstances and abilities,

capacities and tendencies may change. Thus a complete definition of achievement would specification ability to do. Capacity to do or tendency to do is to be though of as functioning. Academic achievement of a pupil refers to the knowledge attained and skills developed in the school subjects which are assessed by the school authorities with the help of achievement tests which may be standardized or non-standardized. Mostly these tests are teacher made. Crow and crow (1956) defines academic achievement as Achievement means the extent to which a learner is profiting from instruction in a given area of learning. Trow (1960) defines academic achievement as the attained ability or degree of competence in school tasks usually measured by standardized tests and expressed in age or grade units based on norms derived from a wide sampling of pupils performance. Achievement means all those behavioural changes which takes place in the individual as a result of learning experience of vicious kinds. Academicachievement refers to the knowledge attained and skill developed in different subjects during the course of academic year. 1.4. Factors affecting academic achievement The difference in receipting or the ability to display skill in a particular field would depend on factors which are inherent in a child as also which inherence the childs interaction with the systems of education at school. Difference in academic-achievement cannot be attributed to one singles factor but to a large number of factors such as intelligence aptitudes, interests, socioeconomic status etc. All these factors which effect eh academic-achievement can be

classified under two main heads. Psychological factors and sociological factors there is another classification according to which statement depends on subjective factors and objective factors subjective factors are these which lie with the subject for example intelligence. Memory aptitude study habits, motivation aspiration interests aptitude towards courses etc; while objective factors are these which lie within the environment, for example socio-economic status, teaching methods, examination system medium of instruction etc. Among the subjective factors memory intelligence and study habits have an appreciable effect upon academic achievement. Factors of Academic Achievement i) ii) iii) iv) v) Study habits Personality Adjustment Interest Self concept Sex Aspiration/ motivation Personality Correlates Intelligence Creativity Learning Memory Aptitude i) ii) iii) iv) v) vi) vii) i) ii) iii) iv) v) vi) vii) Educational Facilities Education system Socio economic status Medium of instructions Method of teaching content/curricula Evaluation techniques

1.5

One cannot deny the fact that personality does affects a human being in all aspects, including various achievements in different fields. An impressive personality is often taken to be synonymous with a good appearance healthy physique pleasing man ness a good character a placement temperament etc. although personality includes al these aspects of ones self it is for beyond each or even the sum of all these attributes. It may be defined as a complex blend of a constantly evolving and changing pattern of pensions unique behaviour emerged as a result of his interaction with his environment, directed towards some specific end in view. All port, personality as a dynamics organization within the individual

of those psycho physical systems that determine his unique adjustment to his environment. Catell defined, Personality is that which permits a prediction of what a person will do in a given situation. Various personality theories approaches such as, type, trait-cum-type and developmental classify people into categories or types according to approach try to describe people in terms of their unique pattern of traits. They define traits as relatively permanent and relatively consistent general behaviour patterns which an individual exhibits in different situations. According to cattell personality is constituent of money consistent and almost permanent characteristics called traits. He has defined trait as a structure of the personality inferred from behaviour in different situations and described four types of traits: Common traits: The traits found widely distributed in general population like honesty aggression and corporation. Unique traits: Traits unique to a person such as temperament traits,

emotional reactions. Surface traits: These can be recognized by manifestations of behaviour like curiosity, dependability, tactfulness. Source traits: These are the underlying structures or sources that

determine behaviour such as dominance submission emotionality, etc. The 16 basic or source trait dimension (arrived at through the process of analysis) were named as factors. Catteell regarded these terms of which ones

personality can be described and measured. These factors are reproduced below along

with explanatory descriptions of the related dimensions.

Symbols Trait Dimensions or Factors A Research (detached, V/S Outgoing (warm hearted, easycritical, aloof, stiff) going) participating) B Less intelligence (concrete V/S Make intelligent (abstract thinking) thinking) bright C Affected by feelings V/S Emotionally stable (mature, faces) (emotionally less) reality calm E Submission (mild easily V/S Dominant (aggressive, stubborn led, docile) competitive) F Serious (Sober, taciturn) V/S Happy-go-lucky (enthusiastic) G Expedient (dissegards V/S Conscientious (persistent, moralistic) cules) staid H Timid (shy fears threat, V/S Venture some ( unin habited, sensitive) socially) bold I Tough-minded (Self-reliant V/S Tender-heated (sensitive, socially) realistic) over protected) L Trusting (accepting V/S Suspicious (had to fool) conditions) M Practical (down-to earth V/S Imaginative (bohemian, absentconcerns) minded N Forthright (unpretentious, V/S Shrewd (socially aware, astute) genuine but socially clumsy) O Self assured (secure, V/S Apprehensive (self-critical inseeme, placid) complacent worrying troubled Q1 Conservative (respecting V/S Experimenting (liberal free thinking) traditional) ideas Q2 Group-dependent (a V/S Self-sufficient (resourceful, prefers joiner and sound own decisions) follower Q3 Uncontrolled (careless of V/S Controlled (socially precise, social rules, follows own exercising will power, compulsive) urges) Q4 Relaxed (tram quil, V/S Tense (frustrated drive overwrought unfoustrated, composed) 1.6. Emergence of problem On perusal of the related studies the investigator observed that boys scored higher than girls in most mathematical examinations. Flanagan et. al. (1964)

reported boys superiority in mathematics and science. It aroused curiosity in the mind of investigator to test on whether academic achievement in being affected by personality traits because academic achievement is the pivot and centre of educational growth and development. The goal or aim of education in measured from a persons academic-achievement. Thus, the investigator found some gaps in research work on relationship between academic achievement. Hence, the study will be conducted to assess these variables and their impact on academic achievement in mathematics. 1.5. Statement of the problem The problem can be stated as follows: A STUDY OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AND PERONALITY CORRELATES OF ADOLESCENTS. 1.6. Objectives of the Study The following will be objectives of the study: (i) To study the academic achievement in mathematics of class X th student Kendriya Vidyalaya affiliated with C.B.SE. (ii) (iii) To measure the personality factors of adolescents through 16 P.F. tests. To compare the academic achievement of males and females in mathematics of class Xth students. (iv) To see the relationship between personality sectors and academic achievement in mathematics. (v) To compare the personality factor of high achiever and low achiever in mathematics. of

1.7 H1 :

Hypothesis Adolescent achievement. differs significantly among themselves in academic

H2 :

There is significant difference in adolescent achievement of males and females.

H3 : H4 : Adolescent differs significantly in all 16 personality factors between makes and

females. H5 : H6 : There is no correlation between male & females. Male high achiever will differ significantly from female high achiever in mean

scores at the 16 P.P. scale. H7 : Male low achiever will differ significantly from female low achiever in mean

scores of 16 P.P. scale. H8 : 1.8 Delimitation of the study

The present study has the following delimitations: (i) Vidayalya). (ii) (iii) Study is district to only class Xth students. The number of subjects were limited to 100 only. ] Study is limited to only few schools in Ludhiana district (Kendriya

1.11

Organization of chapters of the Report The final report consist of the chapters. Introduction to the problem and

statement of objectives have been given in the first chapter. The second chapter gives a review of related studies followed by the third chapter that deals with the collection of data. Chapter fourth contains the processing and interpretation of data. The last i.e. fifth chapter gives then summary of the study. Bibliography and appendices have been given at the end of the research report.

CHAPTER II

REVIEW OF RELATED LITERATURE

The secret of our natural development has been research pushing back the areas of ignorance by discovering the truths, with in term head to better ways of doing things and better products. (Best . J.W. 1959). Man does not have to began a new in every generation, but can take advantage of the knowledge which has accumulated through the centuries. This fact is of particular importance in research which operates as a continuous function of every closer approximation of truth. The success of the researches efforts depends on the extent to which the research efforts depends on the extent to which the capitalizes on the advances made by previous researches. A tremendous amount of work has been done on the achievement and personality of boys and girls. It would be fro beyond the scope of this review to summaries all the separate investigations. It has been observed that school marks almost universally indicate superiority of girls over boys in all kinds of language material, where as boys are found to be superior to girls in mathematics and science. The girls are superior in note memory have been found to write longer composition and to use longer sentences. The problem study of adolescents, sex difference in academic achievement and personality correlates have been studied by different investigator in different ways. Categories of pupils and also in relation to certain variables both subjective and objective. These studies are as follows: 2.1 ACADEMIC ACHIEVEMENT

Sumangle (1986) found that tutoring at home in mathematics whether it is by parents or by riblings has significant effect on achievement in mathematics (the extent of relation between them is but low) in case of secondary school pupils of Kerala. Jayaraman, V (1986) found that, there was an association between attitude towards mathematics and achievement in mathematics is and there was a negative association between hindrances for students learning mathematics and their achievement in mathematics. Baskaran K (1991) found that, there was a positive relationship between the attitude towards problem rowing and achievement in mathematics, and there was significant difference between boys and girls in their achievement in mathematics is girls more higher then boys. Sundararajan and Dhan dapeni (1991), found that a large no. of students have a favourable attitude towards the study of mathematics in his study. He further found that the girls are better than the urban students in respect of their attitude towards the study of mathematics. There is no significant difference between the govt. and the private school students in respect of there attitude towards the study of mathematics is. Except in the case of govt. and private of their achievement in the mathematics. Here the girls and better than boys, the private school students are better than the govt. school students and the urban students are better than the rural students in respect of their achievement in mathematics. He conducted that there is a positive relationship between the students attitude towards the study of mathematics and their achievement.

Rosaly, A (1992), found that attitude of high school students towards learning mathematics and their achievement in mathematics were related and girls were higher than boys in their achievement in mathematics. Meena Sharma and Prabhat Shukla (1997), concluded that students of various types of school differ significantly in their intelligence and educational and mathematical achievement. Grewal G.S. (2001), found that there is correlation between intelligence and achievement in mathematics at high and average SES level indicate a significant difference. No dubt intelligence books a potent factor. Pumithambarm and Babu (2003) concluded that higher secondary students have favourable attitude towards the study of commerce and their achievement is high. There is significant and positive relationship exist between the students attitude towards the study of commerce and their achievement in it. Sunil Baviskai and Waundkar (2002), found that achievement in learning competency is also depended upon (intelligence quotient) level of students. 2.2 PERSONALITY CO-RELATES Shrivastava (1974), found that various personality factors like intelligence socially bold, extrovert, emotionally stable contributed to the academic achievement. Khatoon (1988) worked out that personality factors like active and socially bold are high academic achievement where as shy limit, sensitive and tender minded are how academic achievement. Found that pens factor of high intelligence (B), stroger supec ago

strength (G), pretension (hard to fool) (L), higher ego strength, (C) and self sufficiency (Q2) contributed positively but practical (M), serious (F), serene (O), submarine (E) and guanine but socially clumsy (N) contributed negatively to the academic achievement. Rama Samy, R (1988), concluded that academic achievement was found positively related to personality, achievement motivation, self concept, study habits and socio-economic status among high and low achieving boys and girls. Significant difference was found between high and low achievers in personality, achievement, motivation self can concept, study habits and socio-economic status. Tuli Mulk Raja (1988), found that the high erective persons in

mathematics were happy-go-lucky-impulsive, lively enthusiastic, tender minded, dependent, over protected, sensitive, self sufficient preferring then won decisions, resourceful, controlled, socially precise following self image, tense, frustrated driven, over wrought, expedient, evading rules, fating few obligations, venture some, socially bold, uninhibited, spontaneous, auspicious, self-opinionated and hand to fool. Santosh Kumar Dixit (1989) concluded that the personality factors significantly influenced the academic achievement. Ngailiam Kim, Caroline (1991), found that there was a significant association between attitude towards mathematics, personal factor A personality factor G and achievement in mathematics. Nair Viswanahan (1991), concluded that the personality variables that have been identified as casual factors of under and over achievement in mathematics can be classified into two social adjustment and personal adjustment variables. A well

adjusted child develops intrinsic interest in the subjects of his study and this enables him to achieve better. Study has thrown light on the effect of parental profession, parental qualification on and parental income on under over achiever. Namrata (1992), concluded that, high achievers tended to be outgoing intellectually superior emotionally stable, enthusiastic and infiltrated where as low achievers tended to be received, intellectually inferior, emotionally lens stable, assertive, tense and frustrated. Kayade (2002) worked out that various personality factors correlates with high an tow academic achievement and IX th and Xth class make and females differs in academic achievement due to parental and social influence. 2.3 CONCLUSION Form the review of studies it was found that academic achievement had some significant positive relationship with various personality traits and factors. It was also found that there in a dearth of research studies in the filed of academic achievement in various subjects especially in mathematics and science concerning the relationship of various personality factors. Thus there in a need to investigate the relationship between academic achievement in mathematics in correlation with personality.

CHAPTER III

METHOD AND PROCEDURE

3.1

DESIGN OF THE STUDY The present study comprises independent variable i.e. sex (male &

female) and 16 personality factors as interactive variables and one dependent variable i.e. academic achievement in mathematics. The study was designed post-facto descriptive type i.e. the variable already exists and investigator simply analyze the scos of academic achievement and personality correlates of male and female adolescents. 3.2 SAMPLE The present study was conducted by tacking a random sample of 100 students (Class Xth) of Kendriya Vidyalaya of District Ludhiana. the sample was equally balanced between boys and girls i.e. 50 boys and 50 girls. The total strength was divided into two separate groups that is boys and girls and then lottery system was followed to chose appropriate sample. The name of the school and number of students taken from two different school are represented in the following table: NUMBER OF STUDENTS TAKEN FROM CENTRAL SCHOOLS Sr. No. 1. 2. Name of the school Kendriya Vidyalaya No. I Airforce Station, Halwaran (AD) Kendriya Vidyalaya No. I Airforce station, Halwaran (AD) TOTAL GRAND TOTAL 3.3 TOOLS USED The following tools were used to collect the data. a) Cattells 16 personality factors inventory (IGPF) test. Number of students 25 25 25 50 100 25 50

b)

Marks obtained by the students in IX th class i.e. in

previous annual examination on the measure of academic achievement from school records. 3.4 SHORT DESCRIPTION OF TOOL 16 personality inventory commonly known as (16 P.F.) was constructed by cattell. The sixteen personality factor question naire (16 P.F) is an objectively

storable test devised by basic research in psychology to give the most complete coverage of personality possible in a brief testing time. There are five different forms, which personality can be measured i.e. A, B, C, D and E. In present study Hindi version of from C has been selected for the personality measurement. This questionnaire contains 105 items. Separate answer sheet is being provided to record the answer. The Hindi version of from C (16 P.F.) has been constructed by Kapoor and Tripathi. 3.5 PROCEDURE OF DATA COLLECTION The data was collected by the investigator from the two different of X th class students. Cattells 16 P.F. test were administered to the students in groups comprising 25 students each in accordance with the instructions given in the respective test manuals. Students were explained about the test and separate answer sheet was provided to them to mark their answer. They were made clear that, these tests has nothing to do with class marks, and no response in wrong. Whatever though comes to their mind first they should according mark their answer without working time. Besides for achievement data marks obtained by students in previous IXth class annual examination in (Mathematic) were obtained from school records.

3.6

SCORING Scoring of cattells (16 P.F) was done with the help of scoring key given

in the manual. First raw scores were found and it was connected in to tenderized scores form the manual as per table no. Table No. 3.6.1 NORMS FOR 16. P.F. FROM C & D (HINDI VERSION)
FACTORS A B C E F G H I L M N O Q1 Q2 Q3 Q4 1 0-3 0 0-2 0-2 0-2 0-4 0-2 0 0-1 0-2 0-2 0-2 0-1 0-2 0-1 2 4 1 3 2 3 5 3 1 2 3 3 3 2-3 0 3 2 3 5 2 4-5 3 4-5 6-7 4-5 2 3 4-5 4 4 4 1 4-5 3 4 6 3 6 4 6 8 6 3 4 6 5 5 5 2-3 6 4-5 5 TEN SCORE 5 6 7 7-8 9 10 4 5 7 8 9 5-6 7 8 7 8 9 9 10 11 7 8 7-10 4 5 6 5 6 7-8 7 8 9 6 7 8-9 6 7 8-9 6 7 8 4 5 6 7 8 9 6 7 8 8 11 6 10 9 10 12 11 7-8 9 10 10 10 9 7-8 10 9 9 12 7-8 11 10 11 12 9 10 11 11 10 9 11 1011 10 12 11-12 12 10-12 11-12 11-12 12 12 11-12 10-12 12 12 FACTORS

3.7

STATISTICAL TECHNIQUES USED Appropriate statistical techniques i.e. mean, standard deviation, correlation t-ratios will be employed to analyze the data.

CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

4.1 The data obtained from the two tools i.e. Academic Achievement and L6

Personality test (Form C, Hindi Version) was tabulated in the following form : Table 4.1 Table showing academic achievement scores in Mathematics and sten scores of 16.P.F. factors of both males and females of X th Class (N=100).

PERSONALITY FACTORS (STEN SCORES) S.No. Marks A 1. 33-F 7 B 6 C 7 E F 5 6 G H I 5 7 7 L M N 7 7 4 O 7 Q1 Q2 Q3 Q4 10 8 6 7

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

33-F 34-M 35-F 35-M 37-F 39-M 40-F 42-F 42-F 42-M 42-F 43-M 43-F 43-F 44-F 44-M 45-F 46-M 46-F 46-F 47-M 47-F 48-M 48-F 48-F 49-M 49-F 49-F 49-F 49-F 49-F 50-M 50-M 52-M 52-M 53-F 54-M 54-M 54-M

5 5 7 9 6 5 5 4 5 7 6 5 7 4 6 4 6 5 8 5 5 5 4 8 5 2 6 1 5 4 4 5 1 6 5 7 5 2 6

3 6 3 2 5 6 3 5 6 6 6 1 7 6 9 6 7 5 6 6 5 7 6 5 6 6 9 3 5 6 6 3 6 5 3 6 2 2 6

4 7 4 5 6 3 4 3 4 6 6 6 5 4 3 6 3 5 7 8 6 6 7 5 4 4 6 5 7 5 3 3 6 7 4 4 7 4 6

8 4 5 5 5 3 5 5 7 3 5 4 2 5 6 5 5 7 5 9 5 3 5 8 7 5 3 4 5 7 5 5 5 7 5 4 3 6 5

3 7 4 1 0 6 4 1 0 6 3 6 7 1 0 6 4 4 6 7 6 7 7 7 7 4 8 6 7 3 6 6 1 0 4 3 4 6 6 6 3 6 6

5 5 5 5 6 7 4 4 4 7 7 4 6 5 5 6 3 3 7 4 4 4 4 7 2 4 5 5 2 4 4 3 7 5 7 4 5 3 4

4 6 8 5 6 1 2 4 6 3 7 6 5 7 3 6 6 8 3 6 6 3 7 5 3 6 6 5 8 7 4 3 5 8 2 3 6 6 4

3 3 4 3 9 5 7 6 6 1 4 5 5 6 4 6 9 5 7 9 3 4 6 5 7 6 6 4 5 5 4 5 8 1 7 5 5 8 1

8 6 7 3 5 5 4 7 5 2 3 8 2 8 7 5 8 5 7 6 6 7 7 5 7 7 3 3 8 2 7 8 7 8 3 6 7 3 4

7 2 4 3 8 6 8 6 4 4 4 2 6 5 3 4 4 4 8 8 1 6 7 3 6 8 6 2 5 5 2 6 6 5 6 2 3 4 6

6 2 6 2 6 3 8 5 6 4 7 2 5 6 1 5 3 4 3 8 5 6 5 2 4 5 6 5 1 2 5 6 6 5 2 4 7 6 4

3 4 9 1 0 5 5 8 5 4 6 5 7 6 7 7 6 7 7 7 7 6 7 2 2 7 7 6 6 3 6 7 3 5 2 7 6 4 4 8

8 5 7 8

7 2 7 6

5 7 5 4 6 4 7 4 6 6 4 5 4 3 4 4 7 6 5 8 3 6 6 5 4 6 4 6 6 9 5 6 9 6 5 4 9 4 6

6 7 5 6 5 10 9 5 6 5 5 9 4 5 4 6 4 4 10 5 7 9 3 3 6 5 8 4 5 4 5 5 3 3 4 4 6 4 7

6 8 10 7 9 5 4 5 8 10 8 8 6 9 5 6 4 9 9 8 7 6 6 7 7 6 6 6 3 5 4 8 5 5 9 6 5 6 7 7 7 6 7 7 5 3 5 4 7 8 7 6 7 8 9 5 5 5 7 5 8 8 9 8 10 5 3 8 7 4

41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82.

56-M 56-F 57-M 57-M 58-F 58-M 59-F 60-F 60-F 61-M 61-M 62-M 62-M 62-F 62-F 62-F 63-M 64-F 64-F 64-F 64-M 64-M 65-F 65-F 65-F 65-F 66-F 67-M 67-M 67-F 69-M 70-M 70-M 70-M 70-M 70-M 71-F 72-F 72-F 72-F 72-F 72-M

5 5 6 6 4 5 6 7 2 7 7 5 5 5 7 7 6 5 5 7 5 5 5 5 4 1 7 8 7 4 7 8 8 7 4 6 7 2 5 7 6 4

3 2 2 7 6 2 6 5 9 6 6 9 6 3 3 5 6 6 7 5 6 5 7 6 5 3 5 5 9 5 6 7 6 7 3 6 6 3 6 6 7 3

5 3 6 6 3 3 7 4 3 6 6 5 5 2 7 5 4 4 4 3 6 7 4 7 6 5 6 7 5 6 7 6 3 4 6 3 9 2 5 7 3 5

5 5 4 5 5 6 4 7 4 4 4 3 6 6 6 5 4 9 3 7 3 7 2 6 3 4 3 4 5 8 7 5 5 4 5 5 5 5 4 5 2 4

6 6 4 7 4 1 0 3 6 4 4 4 4 4 4 6 6 4 4 3 6 3 4 1 6 7 4 6 6 3 6 6 4 6 3 7 6 6 7 6 6 1 4

6 1 3 1 5 6 5 5 5 7 7 4 1 5 4 4 7 4 6 4 3 5 5 5 5 7 4 6 5 7 6 5 4 7 4 4 7 1 4 7 6 1

6 5 3 4 4 4 6 6 6 2 2 4 4 8 6 1 5 7 4 4 6 6 6 4 5 3 3 5 5 6 8 6 4 6 7 3 8 3 6 8 4 6

3 6 5 5 4 6 5 5 9 3 3 5 5 5 3 5 8 7 5 5 5 5 6 5 7 6 5 7 5 6 3 1 3 7 5 1 0 5 4 5 4 8 1

4 4 5 7 4 4 6 8 6 6 6 7 6 6 3 8 2 7 3 6 7 8 8 3 8 7 6 4 7 3 2 5 7 5 6 6 5 5 6 5 8 3

5 6 4 5 5 7 3 5 2 2 2 4 4 3 4 6 4 5 2 5 5 3 5 6 3 4 6 3 5 4 7 4 2 5 1 6 1 4 4 1 4 4

6 4 6 5 6 3 4 6 6 4 4 7 6 4 5 6 7 4 4 6 6 4 5 5 6 5 5 5 2 2 7 6 4 2 4 5 2 5 2 2 6 3

6 5 6 7 7 5 5 7 2 4 4 5 6 7 4 7 3 3 6 6 4 4 3 2 6 7 6 3 7 3 4 6 7 4 4 7 6 7 9 6 5 5

2 4 6 6 6 6 9 5 8 7 7 4 7 8 5 5 5 5 5 5 8 8 9 10 5 5 5 6 6 8 5 6 8 5 8 1 6 5 6 7 5 5

4 8 6 6 6 6 6 5 10 6 6 5 6 6 7 4 8 8 6 5 8 7 9 5 4 10 6 8 7 6 7 6 5 8 2 6 6 6 6 7 8 7

5 4 6 7 5 4 5 5 4 4 4 4 9 5 4 2 5 6 7 4 6 2 4 8 4 4 8 3 8 5 4 7 4 7 6 5 4 1 6 4 4 7

5 5 8 5 7 7 7 6 4 4 4 5 8 5 5 7 8 5 5 9 5 6 5 5 6 4 5 3 8 4 7 4 6 5 4 5 5 7 5 5 5 7

83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100.

72-M 73-F 74-M 75-F 77-M 78-M 80-M 80-M 81-M 84-M 84-F 84-F 84-F 88-M 89-M 90-M 94-F 96-M

5 7 7 5 6 8 2 2 6 7 5 6 5 7 5 3 7 6

5 7 6 9 5 6 5 6 5 6 5 5 6 6 5 7 6 9

3 6 5 3 7 3 3 7 6 6 5 7 6 8 2 7 6 7

6 2 6 4 5 8 4 6 5 5 5 2 5 8 5 5 7 2

3 6 6 3 4 6 3 8 4 6 8 6 6 6 4 3 3 8

3 4 3 4 6 4 2 7 6 7 4 4 6 4 3 5 5 5

6 6 2 4 6 6 6 5 3 8 7 5 6 8 4 3 5 7

0 5 8 9 6 1 3 6 6 7 1 5 5 5 5 2 6 4 3

6 8 5 8 8 7 6 7 4 4 8 6 7 4 5 7 8 4

2 3 6 5 4 1 2 2 6 6 3 7 4 1 4 6 5 1

5 1 0 5 8 2 4 6 5 7 6 5 4 3 2 6 6 6 4

3 4 7 5 5 7 5 6 4 9 6 6 6 7 7 5 7 3

6 7 7 7 5 8 4 5 7 7 6 9 6 5 4 8 9 5

6 8 7 8 6 5 5 5 6 6 6 8 4 8 4 8 5 3

4 7 8 6 6 4 5 4 8 9 8 5 7 3 3 4 7 6

5 3 7 7 5 6 7 4 2 6 5 4 4 5 6 5 5 4

4.2

Normal distribution of scores of academic achievement (N=100) No. of class intervals 28-32 33-37 38-42 43-47 48-52 53-57 58-62 62.67 68-72 Frequency 0 6 6 11 13 8 12 14 13 Smoothed frequency 2 4 7.66 10.00 10.66 11 11.33 13 10.66

S. No. 1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13. 14. 15.

73-77 78-82 83-87 88-92 93-97 98-102

5 4 3 3 2 0

7.33 4 3.33 2.66 1.66 0.66

Figure 4.2.1 showing smoothed frequency polygon.

14 12 10 8 6 4 2 0 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 Mid points of Class Interval (i.e. scores)

Smoothed Frequency

From the above given data i.e. academic achievement in mathematics, mean, median standard deviation, skewness and kurtosis were calculated, which is shown in table 4.2.2. Table 4.2.2
Variable N Scores of 100 Mathematics Males & Females Mean 59.89 Median 61 S.D. 14.67 Skewness 0.245 Kurtosis -0.515

From the above table, mean comes out to be 59.89, median is 61 and standard deviation is 14.67. Skewness is 0.245 here distribution is skewed as mean median fall at different points. Kurtosis is 0.515, which shows the curve drawn for this normal distribution will be of type B i.e. play kurtic. 4.3 ANALYSIS OF ACHIEVEMENT SCORES IN MATHEMATICS OF LOW AND HIGH ACHIEVERS To analyse this data 27% cases were taken fromboth high and low achievers i.e. from (N=100). Table 4.3.1 Table showing t-ratio of low and high achievers in mathematics. Variables Low achiever High achiever N 27 27 Means 42.26 78.26 S.D. 4.85 7.70 t- ratio 20.57**

** significant at 0.01 level (d.f. = 52, 2.68) Table 4.3.1 shows that mean of high achiever (78.26) is much more than that of low whichever (42.26), and t-ratio comes out to be 20.57 which is significant at 0.01 level. It means adolescent differs significantly among themselves in academic achievement. The result have brought the fact into light that those who are high achievers in mathematics, are high achievers in over all academics. Thus,

the hypotheses H1 Adoloscents differs significantly among themselves in academic achievement stands accepted. The results have been shown in Fig. 4.3.2.
90 80 70 60 50 40 30 20 10 0 High Achievers Variables Low Achiever

78.26

Mean Scores

42.26

4.4

ANALYSIS OF ACHIEVEMENT SCORES (IN MATHEMATICS) OF

MALES AND FEMALES To analyse this data, scores in mathematics of males and females were taken (N=100). Table 4.4.1 showing t-ratio of mean scores in mathematics female. Variables Males Females N 50 50 Means 62.9 56.9 S.D. 14.78 13.95 t- ratio 2.09* between male

* significant at 0.05 level (d.f. 98, 1.98) Table 4.4.1 shows the mean of marks in mathematics scored by males and females. It revealed that mean of males is more than that of females and t-ratio comes out to be 2.09, which is significant at 0.05 level. It means there are significant differences in mathematical achievement of males and females. The result have

brought the fact into light that males are superior in mathematics than females of class Xth. The hypothesis H2, There is significant mean differences in mathematical achievement of males and females stands accepted. The result have been shown in Fig. 4.4.2. Fig. 4.4.2
64 62 Mean Score 60 58 56 54 52 Males Variables Females 56.9 62.9

4.5

ANALYSIS OF 16 PERSONALITY FACTORS BETWEEN MALES AND FEMALES To analyse this data all 16 personality factors of males and females

were taken i.e. from (N=100). Table 4.5.1 Table showing 16 P.F. between Males and Females Personality factor A. B. C E F G Sex Male Female Male Female Male Female Male Female Male Female Male Female N 50 50 50 50 50 50 50 50 50 50 50 50 Mean 5.28 5.46 5.26 5.52 5.22 5 4.92 5.04 5.32 5.38 4.56 4.76 S.D. 1.67 1.6 1.9 1.56 1.48 1064 1.26 1.77 1.95 1.83 1.66 1.42 0.55 0.74 0.71 0.38 0.16 0.64 t-value

H I L M N O Q1 Q
2

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50

5.16 5.18 4.92 5.48 5.44 5.88 4.12 4.6 4.82 8.68 5.24 5.68 6.04 6.66 6.22 6.42 5.52 5.16 5.56 5.54

1.55 1.69 2.22 1.65 1.73 1.85 1.83 1.8 1.6 1.85 1.68 1.70 1.67 1.81 1.64 1.64 1.56 1.55 1.66 1.54

0.06 1.43 1.22 1.33 0.4 1.29 1.77 0.62 1.16 0.5

Q3 Q
4

From table 4.5.1 shows that t-ratio of all personality factor are non significant at 0.05 level. The result shows that adolescents do not differ significantly in all 16 personality factors between males and females. It means there is no

difference in personality factors between males and females. Thus, hypothesis H 3 Adolescents different significantly in all 16 personality factors between males and females, is rejected. 4.6 ANALYSIS OF ADOLESCENTS AMONG LOW AND HIGH

ACHIEVEMENT IN ALL THE 16 PERSONALITY FACTORS To analyze this data 27% cases were taken from both high and low achievers in mathematics, from (N=100) and all 16, personality factors were analysed.

Table 4.6.1 Table showing t-ratio of 16 P.F. among low and high achiever. Personality factor A. B. C E F G H I L M N O Q1 Q2 Q3 Q4 Variable High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. N 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 Mean 5.44 5.55 5.77 5.37 5.22 5.11 4.77 5.22 5.15 6.22 4.55 4.88 5.48 5.14 5.47 5.37 5.96 5.81 3.62 5.11 4.62 4.55 5.55 6.03 6.04 7.22 6.07 6.29 5.48 5.18 5.11 5.92 S.D. 1.66 1.47 1.42 1.66 1.89 1.42 1.54 1.59 1.82 1.89 1.72 1.34 1.71 1.81 2.31 1.95 1.47 1.76 1.88 2.06 1.98 1.83 1.42 1.85 1.68 1.74 1.58 1.58 1.85 1.28 1.22 1.96 0.25 0.95 0.24 1.07 2.32* 0.78 0.71 0.17 0.34 2.75** 0.13 1.09 2.56* 0.51 0.69 1.84 t-value

Low Ach. 27 * significant at 0.05 level (d.f. 52, 2.00)

** significant at 0.01 level (d.f. 52, 2.66) Table 4.6.1 shows that t-ratio of all personality factor except factor F. factor M and factor Q1, are non significant at 0.05 level. Except these three cases the rest of result shows that adolescents do not differ significantly among low and high achiever in all the 16 personality factor. This means there is no difference among low and high achievement. But factor F, factor M and factor Q 1 shows there is difference in personality factors of high and low achiever i.e. high achievers are serious (sober taciturn) factor; practical (down to earth concerns) factor M; conservative (respecting traditional ideas) factor Q1 whereas low achievers are happy go lucky (enthusiastic) for F; imaginative (bohemian, absent minded) factor M; experimenting (liberal, free thinking) Factor Q1.

4.7

ANALYSIS OF 16 P.F. OF MALE HIGH ACHIEVER AND FEMALE

HIGH ACHIEVER To analyse this data 27% cases were taken from male and female high achievers in mathematics i.e. from (N=50) each and all 16 personality factors were analysed. Table 4.7.1 Table showing t-ratio of 16 P.F. of male and female high achievers. Personality factor A. B. Variable Male Female Male N 14 14 14 Mean 5.14 1.8 5.93 S.D. 5.5 1.89 1.53 t-value 0.51 1.14

C E F G H I L M N O Q Q Q Q
1

Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14

5.35 5 5.78 5.21 4.28 5.14 5.28 4.14 5.21 5.35 5.28 5.28 5.21 5.57 6.42 3.5 3.85 5.14 1.5 5.28 5.92 6 6.28 4.6 6.43 5.64 5.14 5.42 4.78

1.17 1.85 1.65 1.52 1.75 1.88 1.62 1.68 1.65 1.84 1.58 2.40 1.74 1.59 1.5 1.95 1.55 4.28 2.25 1.38 1.38 1.30 1.43 1.46 1.6 1.98 1.77 1.4 0.94

1.18 1.5 0.21 1.7 0.11 0.08 1.46 0.53 1.19 1.23 0.54 0.74 0.70 1.42

Table 4.7.1 sows that t-ratio of all personality factor are non significant at 0.05 level. The result shows that adolescents do not differ significantly in all 16 personality factors between male high achiever and female high achiever. It means there is no difference in personality factor of males high achiever and female high

achiever. Thus, hypothesis H5 Male high achiever will differ significantly from female high achiever in mean scores at the 16 P.F. scale, is rejected. 4.8 ANALYSIS OF 16 P.F. OF MALES LOW ACHIEVER AND FEMALE

LOW ACHIEVER To analyse this, data of 27% cases were taken from male and female high achiever in mathematics i.e. from (N=50) each and all 16 personality factors were analysed.

Table 4.8.1 Table showing t-ratio of 16 P.F. of male and female low achievers. Personality factor A. B. C E F G H I L M Variable Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male N 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 Mean 4.85 5.78 9.71 5.57 5.36 4.86 4.86 5.5 6.14 5.71 5.07 5.00 5.14 5.28 4.57 6.14 5.71 6 4.57 S.D. 1.85 1.14 1.66 1.63 1.34 1.6 1.12 1.59 1.99 1.87 1.44 1.13 2.06 1.75 2.02 1.92 1.91 1.85 1.99 t-value 1.60 1.39 0.89 1.23 0.59 0.14 0.19 2.12* 0.41 1.80

N O Q1 Q
2

Female Male Female Male Female Male Female Male Female Male Female Male

14 14 14 14 14 14 14 14 14 14 14 14

5.85 4 5.28 2.12 1.56 6.5 7.57 6.57 6.34 5.5 5.28 5.5 5.71

1.77 1.46 1.90 1.01 1.8 1.84 1.91 1.49 1.45 1.38 2.09 1.74

2.00 1.23 1.88 0.35 0.42 0.28

Q3 Q
4

Female 14 * significant at 0.05 level (d.f. 26; 2.06)

Table 4.8.1 shows that t- ratio of all personality factor of male low achiever and female low achiever are non significant at 0.05 level except factor I, which is significant at 0.05 level. Factor I shows that there is difference in

personality factor of male high achiever and female high achiever i.e. male low achievers are tough minded (self reliant realistic) where as female low achievers are tender hearted (sensitive, clinging over protected). Except factor I the rest of result shows that adolescents do not differ significantly that i.e. there is no difference among male low and female low achievers. 4.9 ANALYSIS OF 16 P.F. IN CORRELATION WITH HIGH AND LOW

ACHIEVERS To analyse this data 27% cases were taken from both high and low achievers in mathematics from (N=100) and all 16 personality factors were analysed, to find any correlation among high and low achievers.

Table 4.9.1 Table showing r-correlation in 16 P.F. of high and low achievers. Personality factor A. B. C E F G H I L M N O Q
1

Variable High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach.

N 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27 27

Mean 5.44 5.55 5.77 5.37 5.22 5.11 4.97 5.22 5.15 6.22 4.55 4.88 5.48 5.14 5.47 5.37 5.96 5.81 3.62 5.11 4.62 4.55 5.55 6.03 6.04

S.D. 1.66 1.47 1.42 1.66 1.66 1.89 1.54 1.59 1.82 1.89 1.72 1.34 1.71 1.81 2.31 1.95 1.47 1.76 1.88 2.06 1.98 1.83 1.42 1.85 1.68

t-value -0.19 -0.05 -0.07 -0.07 -0.11 -0.005 -0.1659 -0.1127 -0.244 -0.1702 -0.34 0.02 0.17

Q Q

Low Ach. High Ach. Low Ach. High Ach. Low Ach. High Ach.

27 27 27 27 27 27

7.22 6.07 6.29 5.48 5.18 5.11 5.92

1.74 1.58 1.58 1.85 1.28 1.22 1.96

0.27* 0.04 0.018

Q4

Low Ach. 27 * significant at 0.05 level (d.f. 52, 0.250)

Table 4.9.1 shows that there is no correlation between personality factors of high and low achievers and all are non significant at 0.05 level, except factor Q2. which shows correlation between high and low achievers i.e. high achievers are group dependent they are (a joiner and sound follower) where as low achievers are self sufficient (resourceful prefers own decisions). Except this factor Q2 the rest of result shows that there is correlation in personality factors of high and low achievers in mathematics score.

CHAPTER V

SUMMARY AND CONCLUSIONS

In present day situation mathematics is being an importance subject is an integral put of school curriculum are over the worked. Mathematics has been seen for many countries as the subject par excellence in which reasoning powers would be trained. It is a subject that develops and trains an individuals fundamental mental dispositions and. Another major reason is its use in other disciplines and is seen as a subject that serves to develops basic academic competencies. The great achievements of technology in all its forms, which influence life of every human being, have led to widespread importance of mathematics since use of mathematics forms the basis for these achievement. The knowledge of mathematics is essential for the economic activities, engineering, sciences and even for common life activities. Mathematics has been used as a screening device for entry to numerous professions. Academic achievement means the performance of a student in academic subject. It includes the level of achievement or scores achieved, the knowledge, skills and related attitudes after the process of teaching learning. Differences in academic achievement cannot be attributed to one single factor but to a large number of factors such as intelligence, personality factors, aptitudes, interests, study habits, socio economic status etc. All these factors which effect the academic achievement can be classified under two main heads : Psychological factors and Sociological factors or Subjective factors and objective factors. Subjective factors are those which lie with

in the subject. For example, intelligence, memory, aptitude, personality, study habits, motivations, aspiration, interest, attitude towards course etc. while objective factors are those which lie with in the environment for example socio-economic status, teaching method, examination system, medium of instruction etc. subjective factors memory, intelligence and study habits academic achievement. An impressive personality is often taken to be synonymous with a good appearance healthy physique pleasing man ness a good character a placement temperament etc. although personality includes al these aspects of ones self it is for beyond each or even the sum of all these attributes. It may be defined as a complex blend of a constantly evolving and changing pattern of pensions unique behaviour emerged as a result of his interaction with his environment, directed towards some specific end in view. Personality theories try to explain the structure of personality by such as, type, trait, trait cum type and Among the

an appreciable effect upon

adopting various approaches

developmental approaches. According to cattell personality is constituent of money consistent and almost permanent characteristics called traits. He has defined trait as a structure of the personality inferred from behaviour in different situations and described four types of traits: Common traits: The traits found widely distributed in general population like honesty aggression and corporation. Unique traits: Traits unique to a person such as temperament traits,

emotional reactions.

Surface traits: These can be recognized by manifestations of behaviour like curiosity, dependability, tactfulness.

Source traits:

These are the underlying structures or sources that

determine behaviour such as dominance submission emotionality, etc. The 16 basic or source trait dimension (arrived at through the process of analysis) were named as factors. Catteell regarded these terms of which ones personality can be described and measured. 5.2 STATEMENT OF THE PROBLEM The problem can be stated as follows: A STUDY OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AND PERONALITY CORRELATES OF ADOLESCENTS. 5.3 OBJECTIVES OF THE STUDY The following will be objectives of the study: (i) To study the academic achievement in mathematics of class X th student Kendriya Vidyalaya affiliated with C.B.SE. (ii) (vi) To measure the personality factors of adolescents through 16 P.F. tests. To compare the academic achievement of males and females in mathematics of class Xth students. (vii) To see the relationship between personality sectors and academic achievement in mathematics. (viii) To compare the personality factor of high achiever and low achiever in mathematics. 5.4 HYPOTHESIS of

H1 :

Adolescent achievement.

differs

significantly

among

themselves

in

academic

H2 :

There is significant difference in adolescent achievement of males and females.

H4 :

Adolescent differs significantly in all 16 personality factors between makes and

females. H5 : H6 : There is no correlation between male & females. Male high achiever will differ significantly from female high achiever in mean

scores at the 16 P.P. scale. H7 : Male low achiever will differ significantly from female low achiever in mean

scores of 16 P.P. scale. 5.5 SAMPLE OF THE STUDY A sample of 100 students of class Xth were taken from the Kendriya Vidyalaya of Ludhiana district during session 2003-04. Equal number of males and females will be taken. Selection of sample was done randomly by dividing two groups i.e. males and females and then lottery method were used to select appropriate data. 5.6 PROCEDURE The data was collected by investigator from the Kendriya Vidyalaya affiliated with CBSE and marks of mathematics in the previous class (Ixth) was taken from the last year annual examination. There after Cattells 16 personality factors inventory (16 P.F.) test was administered among students according to the instructions given in the manual by the author of this test. Investigator explained about the

questionnaire to the subject. Further scoring was done according to the scores given in manual. 5.7 TOOLS USED The following tools were used to collect the data : 1) Cattells 16 P.F. form (C) Hindi Edition prepared by S.D. Kapoor and V.K.D.

Tripathi. 2) Marks obtained by the students in IXth class (Mathematics) in annual

examination as the measure of academic achievement from school records. 5.8 STATISTICALL TECHNIQUES Appropriate statistical techniques i.e. mean; median, standard deviation, skewness, kurtosis, correlation , t-ratio was used to analyze the raw data. 5.9 RESULTS

SUMMARY TABLES

Table 5.9.1 Variables Low achiever High achiever

Table showing t-ratio of low and high achievers in mathematis N 27 27 Means 42.26 78.26 S.D. 4.85 7.70 t- ratio 20.57**

** significant at 0.01 level (d.f. = 52, 2.68) Table 5.9.2 showing t-ratio of mean scores in mathematics female. Variables Males Females N 50 50 Means 62.9 56.9 S.D. 14.78 13.95 t- ratio 2.09* between male

* significant at 0.05 level (d.f. 98, 1.98) Table 5.9.3 Table showing 16 P.F. between Males and Females

Personality factor A. B. C E F G H I L M N O Q1 Q2 Q3 Q4

Sex Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

N 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50

Mean 5.28 5.46 5.26 5.52 5.22 5 4.92 5.04 5.32 5.38 4.56 4.76 5.16 5.18 4.92 5.48 5.44 5.88 4.12 4.6 4.82 8.68 5.24 5.68 6.04 6.66 6.22 6.42 5.52 5.16 5.56 5.54

S.D. 1.67 1.6 1.9 1.56 1.48 1064 1.26 1.77 1.95 1.83 1.66 1.42 1.55 1.69 2.22 1.65 1.73 1.85 1.83 1.8 1.6 1.85 1.68 1.70 1.67 1.81 1.64 1.64 1.56 1.55 1.66 1.54

t-value 0.55 0.74 0.71 0.38 0.16 0.64 0.06 1.43 1.22 1.33 0.4 1.29 1.77 0.62 1.16 0.5

Table 5.9.4 Table showing t-ratio of 16 P.F. among low and high achiever.

Personality factor A.

Variable

Mean 5.44 5.55 5.77 5.37 5.22 5.11 4.77 5.22 5.15 6.22 4.55 4.88 5.48 5.14 5.47 5.37 5.96 5.81 3.62 5.11 4.62 4.55 5.55 6.03 6.04 7.22 6.07 6.29 5.48 5.18 5.11 5.92

S.D. 1.66 1.47 1.42 1.66 1.89 1.42 1.54 1.59 1.82 1.89 1.72 1.34 1.71 1.81 2.31 1.95 1.47 1.76 1.88 2.06 1.98 1.83 1.42 1.85 1.68 1.74 1.58 1.58 1.85 1.28 1.22 1.96

t-value 0.25 0.95 0.24 1.07 2.32* 0.78 0.71 0.17 0.34 2.75** 0.13 1.09 2.56* 0.51 0.69 1.84

High Ach. 27 Low Ach. 27 B. High Ach. 27 Low Ach. 27 C High Ach. 27 Low Ach. 27 E High Ach. 27 Low Ach. 27 F High Ach. 27 Low Ach. 27 G High Ach. 27 Low Ach. 27 H High Ach. 27 Low Ach. 27 I High Ach. 27 Low Ach. 27 L High Ach. 27 Low Ach. 27 M High Ach. 27 Low Ach. 27 N High Ach. 27 Low Ach. 27 O High Ach. 27 Low Ach. 27 Q1 High Ach. 27 Low Ach. 27 2 Q High Ach. 27 Low Ach. 27 3 Q High Ach. 27 Low Ach. 27 4 Q High Ach. 27 Low Ach. 27 * significant at 0.05 level (d.f. 52, 2.00) ** significant at 0.01 level (d.f. 52, 2.66)

Table 5.9.5 Table showing t-ratio of 16 P.F. of male and female high achievers.

Personality factor

Variable

Mean

S.D.

t-value

A. B. C E F G H I L M N O Q1 Q2 Q3 Q4

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14

5.14 1.8 5.93 5.35 5 5.78 5.21 4.28 5.14 5.28 4.14 5.21 5.35 5.28 5.28 5.21 5.57 6.42 3.5 3.85 5.14 1.5 5.28 5.92 6 6.28 4.6 6.43 5.64 5.14 5.42 4.78

5.5 1.89 1.53 1.17 1.85 1.65 1.52 1.75 1.88 1.62 1.68 1.65 1.84 1.58 2.40 1.74 1.59 1.5 1.95 1.55 4.28 2.25 1.38 1.38 1.30 1.43 1.46 1.6 1.98 1.77 1.4 0.94

0.51 1.14 1.18 1.5 0.21 1.7 0.11 0.08 1.46 0.53 1.19 1.23 0.54 0.74 0.70 1.42

Table 5.9.6 Table showing t-ratio of 16 P.F. of male and female low achievers. Personality factor Variable N Mean S.D. t-value

A.

Male 14 Female 14 B. Male 14 Female 14 C Male 14 Female 14 E Male 14 Female 14 F Male 14 Female 14 G Male 14 Female 14 H Male 14 Female 14 I Male 14 Female 14 L Male 14 Female 14 M Male 14 Female 14 N Male 14 Female 14 O Male 14 Female 14 1 Q Male 14 Female 14 Q2 Male 14 Female 14 3 Q Male 14 Female 14 4 Q Male 14 Female 14 * significant at 0.05 level (d.f. 26; 2.06)

4.85 5.78 9.71 5.57 5.36 4.86 4.86 5.5 6.14 5.71 5.07 5.00 5.14 5.28 4.57 6.14 5.71 6 4.57 5.85 4 5.28 2.12 1.56 6.5 7.57 6.57 6.34 5.5 5.28 5.5 5.71

1.85 1.14 1.66 1.63 1.34 1.6 1.12 1.59 1.99 1.87 1.44 1.13 2.06 1.75 2.02 1.92 1.91 1.85 1.99 1.77 1.46 1.90 1.01 1.8 1.84 1.91 1.49 1.45 1.38 2.09 1.74

1.60 1.39 0.89 1.23 0.59 0.14 0.19 2.12* 0.41 1.80 2.00 1.23 1.88 0.35 0.42 0.28

Table 5.9.7 Table showing r-correlation in 16 P.F. of high and low achievers. Personality factor Variable N Mean S.D. t-value

High Ach. 27 Low Ach. 27 B. High Ach. 27 Low Ach. 27 C High Ach. 27 Low Ach. 27 E High Ach. 27 Low Ach. 27 F High Ach. 27 Low Ach. 27 G High Ach. 27 Low Ach. 27 H High Ach. 27 Low Ach. 27 I High Ach. 27 Low Ach. 27 L High Ach. 27 Low Ach. 27 M High Ach. 27 Low Ach. 27 N High Ach. 27 Low Ach. 27 O High Ach. 27 Low Ach. 27 1 Q High Ach. 27 Low Ach. 27 Q2 High Ach. 27 Low Ach. 27 3 Q High Ach. 27 Low Ach. 27 4 Q High Ach. 27 Low Ach. 27 * significant at 0.05 level (d.f. 52, 0.250)

A.

5.44 5.55 5.77 5.37 5.22 5.11 4.97 5.22 5.15 6.22 4.55 4.88 5.48 5.14 5.47 5.37 5.96 5.81 3.62 5.11 4.62 4.55 5.55 6.03 6.04 7.22 6.07 6.29 5.48 5.18 5.11 5.92

1.66 1.47 1.42 1.66 1.66 1.89 1.54 1.59 1.82 1.89 1.72 1.34 1.71 1.81 2.31 1.95 1.47 1.76 1.88 2.06 1.98 1.83 1.42 1.85 1.68 1.74 1.58 1.58 1.85 1.28 1.22 1.96

-0.19 -0.05 -0.07 -0.07 -0.11 -0.005 -0.1659 -0.1127 -0.244 -0.1702 -0.34 0.02 0.17 0.27* 0.04 0.018

5.10

CONCLUSIONS

1)

Adolescents differs significantly among themselves in academic achievement.

Result shows, these who are high achievers in mathematics are high achievers in over all academics. 2) There are significant differences in mathematical achievement of males and

females, further, males are superior in mathematics than females of class Xth. 3) Adolescents do not differ significantly in all 16 personality factors between

males and females which means there is no difference in personality factors between males and females. 4) Adolescents do differ in three factors i.e. factor F, factor M and factor Q 1, rest

all do not differ in personality factors of low and high achievement in mathematics. 5) Adolescent do not differ significantly in all 16 personality factors between male

high achiever and female high achiever. 6) Three is significant difference in one factor in male low achiever and female

low achiever i.e. factor I rest do not differ in personality factors of male low achiever and female low achievers. 7) There is no correlation in 16 personality factor of high and low achiever in

adolescent except one factor Q2 which show correlation in high and low achiever in mathematics. 5.11 SUGGESTIONS FOR FURTHER RESEARCH The present study is restricted to the academic achievement in mathematics only. Thus, there is scope of further research in academic achievement of other subject also such science, social studies, English, commerce etc. Further large sample can be taken from different schools, and division can be done between

urban and rural students and other variables can be included such as socio economic status, parental education, study habits of a child his memory and intelligence. 5.12 EDUCATIONAL IMPLICATIONS The present study of academic achievement in mathematics in relation to personality among adolescents has following educational implication. 1) 2) This study can be referred for studying academic achievements in mathematics. Various personality factors can be studied and their correlation with academic

achievement.

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A STUDY OF ACADEMIC ACHIEVEMENT IN MATHEMATICS IN RELATION TO PERSONALITY AMONG ADOLESCENTS

DISSERTATION
Submitted to Panjab University, Chandigarh

(Submitted to:)
in partial fulfillment of the requirement for the degree of

MASTER OF EDUCATION
SESSION 2003 - 2004

Submitted by: MANOJ KUMAR THAKUR

M.Sc. (Stat.), B.Ed. M.Ed Student Univ. Roll No. 214

G.H.G. KHALSA COLLEGE OF EDUCATION GURUSAR SADHAR, LUDHIANA