TO FIND OUT THE CAUSES OF LOW ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS OF HUMNABAD TALUKA

1. introduction

            Achievement signifies accomplishment, gain, or performance carried out successfully by an individual or group on the completion of a task, whether it is ademic, manual, personal or social. Thus achievement means all those behavioural changes which take place in the individual as a result of learning experience of various kinds. Academic or scholastic achievement means the attained level at which the student is functioning in school task.

            Since now a days academic achievement has high place in present socioeconomic and cultural contexts. Obviously is schools great emphasis in placed on achievement right from the beginning of formal education. Further the effectiveness of any educational system is ranged to the extent, the students involved in the system achieve whether it be in cognitive, conative or psychomotor domain. To maximize the achievement within a given set up is therefore, the goal of every educator or teacher.

            Academic achievement refers to the knowledge attained or skills developed in the school subjects, usually designed by test scores or by marks assigned by teachers. It generally means the quality and quantity of mastery of the curriculum by students.
In the present scientific era, the progress of a nation depends upon its educational system. Without a sound and qualitative educational system, the nation cannot move with fast developing countries. In a country, which is under developed on the path of all round development and expansion, it is imperative that its resources are utilized to its fullest extent.

            Inspite of rapid expansion of education, it is still denied to a large proportion of people, who are capable of it. Apart from the human cast of failure and under achievement, if a considerable number of children do not benefit fully from education and their achievement are poor, it is obvious that full utilization of the resources is not taking place. The cases of wastage, stagnation and under achievement are costly for a nation. Already faced with alarming rates of wastage and stagnation and problems like mass illiteracy, brain drain, malnutrition and population explosion, no one can afford to overlook the tremendous wastage that result by failure to identify and develop the promising youth to the maximum limits of their creative potential. According to figures available, it has been estimated that out of 100 pupils who seek admission in grade-1, only 12 reach grade-10. This means that nearly 88 percent pupils drop out.

            At the school level, the child spends almost half of his working hours of the day. All tangible and intangible elements, forces and factors that surround a child in a school situation have effect on the learning environment. This shows that the quality of the school and the instruction imparted there may also be an important determinant.
The student’s performance refers to the degree of level of success or that of proficiency attained in some specific or general area concerning scholastic or academic work. It is a complete behaviour and is not unidimensional phenomena  but a multidimensional activity. It helps the students as well as teachers to know where they stand. It encourages the students to work hard and learn more. It helps the teacher to know whether their teaching is effective or not and bring improvements accordingly.

            So, students performance plays a vital role of importance in almost all works of life science, medical, engineering, literature, agriculture, politics, education etc.
From the beginning of one’s life, academic achievement creates a challenge for every pupil at all level of education. To be able to compete in entrance examinations and competitive careers, good grades are key to one’s success. To maximize the achievement within a given set up is, therefore, the goal of every educationist, teacher or an education administrator.

            The basic minimum infrastructure and qualified teachers are inevitable to improve the quality of secondary education, it cannot be said with certainty that by making them available, the standards of education will improve unless the resources are managed well. In fact, unless the traditional management and delivery system undergo a radical change to suit the needs of fast expanding secondary education as also meet the challenge of inadequacy of resources, there seems to be little hope of raising the quality of secondary education. New strategies will necessarily have to be thought of the implemented if the quality along with access and equity has to be achieved.

            It was expected that an investigation into the organizational and administrative factors which affected the achievement of pupils in secondary schools would reveal the inadequacies in schools against which teachers felt helpless, as well as inadequacies in respect of home conditions and interest and aspiration of the students whom they taught. If these factors did not vitally affect the achievement of pupils, the teachers could certainly prevent the large number of failures by putting in more efficient work, otherwise it would be unfair to lay the entire blame on them.

            Most developing countries today are concerned about the low quality of their secondary education, which is marked by high percentage of failures, repeaters and drop outs. While on the one hand, expanding enrolments in secondary education cause serious strain on the government in meeting the demands of increased budgetary allocation; on the other hand, low productivity of the system, ill equipped secondary schools, poor motivation and quality of teachers and lack of accountability on th part of those who are responsible for management add to the seriousness of the problem.
The importance of academic achievement has raised several important questions for educational researchers. What factors promote academic achievement among students? How for the different factors contribute towards academic achievement? Many factors hypothesized and researched upon. Researchers have come out with varied result, sometime complementing each other but at some times contradictory to each other. Researchers all over the world are still seeking a break through in this elucidating phenomenon.

            Earlier researches had indicated that intelligence alone was strong and predictor of educational success. Recently however, there has been an important shift in emphasis of the problem of academic achievement due to gradual recognition of the fact that some student do better and some perform worst than predicated on the basis of ability tests. The search for causes of these variations in academic achievement led to the consideration of student’s non-intellectual characteristics.
A perusal through a number of studies on academic achievement of students reveal that numerous factors have been identified as correlates, predictors, or consequences of academic achievement.

            Some of these factors are intelligence, personality, study habits, achievement cultivation, socio-economic status, interest, self concept, methods of teaching, cognitive, conative, hereditary and environmental factors.

            Which is more important in student’s effective learning, the school or the home? Both the factors have perceptible influence to educate and socialize children. Some educators, policy makers and researchers focused only on family responsibilities for the success and failure of children as if schools merely complete what families begin in their children’s education. Others focused only on school responsibilities to motivate students learning as if families have nothing to do with their children’s education.

            The psychological environment of the child consists of three basic institutions eg: home, school and community. It is generally believed that home and school, the twin factors are most important which influence the academic achievement of children. Researches on family environment during he last quarter century show that children have advantages when their parents support their school activities.
Thus there is an urgent need of increase in the academic achievement of students. Academic achievement has been the criterion for judging the individual right from the beginning of the formal education. If the goal of the education is to enhance the academic achievement of the individual, then researchers will have to empirically find answers to various questions related to achievement.

            Academic achievement is of paramount importance, particularly in the present socio-economic and cultural contexts. Obviously, in the school, great emphasis needs to be placed on the achievement right from the beginning of formal education. The school has its own systematic hierarchy, which are largely based on achievement and performance rather than prescription of quality. Thus the school tends to emphasize achievement which facilitates among other things, the process of role allocation for the socia1 system. The school performs the function of selection and differentiation among students on the basic of their scholastic and other attainments and opens out avenues for advancement, again primarily in terms of achievement.

            The head of the institutions, curriculum planners, teacher and others who are involved in the task of helping students to achieve better would like to have knowledge of the extent to which the various factors exert their influence on achievement. Further, a synoptic view of the researchers done would be of utmost importance to the educational researcher to enable him to explore greater depths in this rather important area of achievement.

            It has been firmly established by now that academic achievement is affected by personality, curricular, school, teacher, home, social factors and so on. Therefore, in the light of above mentioned factors the present researcher has stressed to find out the causes for low academic achievement of students at high school level. In this regard factors such as the socio-economic status from which the learner hails, the organization climate of the school; the personality characteristics of the learner are taken into consideration.

            Low achievers are not solely responsible for their low performance, at the same time parents, teachers, school, administrative set up and many other factors are responsible simultaneously.

            As per the study entitled “To find out the causes of low academic achievement among high school students” the researcher has taken into consideration of those students whose academic achievement is low especially at high school level. So in this context low academic achievement means - The students inspite of having the ability to do well in their academic performance of the student both inside and outside school premises are highlighted by the researcher. The matter to be concerned is that these low achievers are able to do well provided conducive opportunities, facilities are availed to them.

            The factors affecting the school results can be broadly divided into two
categories. They are

1.      Condition inside the school

2.      Conditions outside the school.

            As regards to the conditions within the school - In many schools, consequently on the policy of universalization of primary education, the classes of today’s are over crowded. Teachers however efficient they cannot be expected to know every pupil in a class and bestow personal attention to him. In several places classes are conducted in temporary sheds without any partition between classes and classes are without an adequate number of benches and desks or a good laboratory or library.

            As per the conditions outside the school, that is the factors which are totally outside the purview of the teacher are taken into consideration. The educational status of the parents and other members of the family and in the vicinity and the occupational status of the parents exercise a direct influence on the aspirations of the children that determine how much guidance and help they can get in their studies. Facilities such as separate room for study and timely help in the form of tuition and guidance are often available only to children with educated parents. A school, which draws population mainly from this kind of social background, must naturally produce good results. in such schools if the results are poor who else is to blame except teachers.

            The main factors affecting school result may be visualized as the situation of the school in the community, accommodation, teaching staff, human relation, community school relationship, inter pupil relations, school routine work, play and recreational activities, motivational factors etc.

            These various factors expected to play some part in the determination of achievement have been grouped into three categories.

1.      Teacher’s factors or instructional factors.

a.       Composition of work

b.      Exercise and home work

c.       Evaluation of test

d.      Is sue of progress report

e.       Holding of extra classes

f.        Giving special attention of examination subjects

2.      Environmental factors.

a.       Time taken to reach the school

b.      Educational status of parents

c.       Availability of separate room for study

d.      Study habits

e.       Availability of tuition at home

f.        Interest taken in films.

g.       Attitude towards school

h.       Average monthly income of parents

3.      3. Non-instructional factors.

a.       Library facilities

b.      Provision of audio-visual aids

c.       Parental co-operation

d.      Keeping cumulative records

e.       Awarding prizes and medals for academic distinction

f.        Nature of punishment

g.       Facilities for sports and games

h.       Size of class/section

i.         Facilities provided for correction of home work

j.        The number of qualified teachers in the school

k.      Frequency of transfer of teachers

l.         Promotion criteria in the lower standards.

           

            The other main factors affecting the school results are as follows.
Of all the factors in the education process, administrative personnel’s constitute the most important variable on which the effectiveness and efficiency of the organization depends. The principal as a designated leader of the school has a major responsibility of promoting his institution. The success and failure of the school depends much on the ability and skill of the principal as a sound and effective leader. He can play his role successfully, only when he maintains good relationship with leaders, students, authority and community.

            The formal and informal norms, values and association behaviours related to the administration of the school play a significant role in promoting and achieving organizational objectives including academic performance of the students. By way of its unique interaction with intellectual characteristics and personal factors of the students, a particular climate could be stimulating, supportive, neutral, hostile or constructive to the academic performance of students.

            The institution often performs less where there is a great emphasis on rules and procedures, than on achievement of goals. The desire for strict adherence to the rules and procedures hinders creativity, efficiency, innovativeness and quality. The Government of India’s National Policy on Education, 1986 as revised in 1992 lays stress on granting autonomy to certain institutions and establishing the principle of accountability in relation to given objectives and norms. The Head Master is the centre of the whole organization of the school. The tone and efficiency of the school largely depends on the ability and skill, personality and professional competency of the Head Master.

            Head Master has an impact on student’s learning indirectly by influencing the behaviour and attitude of teachers. Head Master can also influence student’s learning directly by creating conditions within the school that promote student’s learning. Head Master can effect student’s learning by shaping teacher attitudes and behaviour. So as to promote and create classroom and school climates.

            The teacher has been regarded as the vital single factor in the system of education. The school without teacher is like the soulless body; he is the spiritual and intellectual father of the students. Teacher significantly influences physical, intellectual, emotional, social, moral and spiritual development of the pupils.
The two factors external and internal that make teachers mentally ill and maladjusted and there by have a negative effect on their teaching efficiency. The external factors include poor salary, heavy workload, and lack of professional freedom. The internal factors include inferiority complex, self-centeredness, and over ambitiousness. Therefore, these factors directly or indirectly influence the low academic achievement of pupils.

1.2. Statement of the Problem:

            ‘To find out the causes of low academic achievement among high school students of Humnabad taluka”.

1.3 Significance of Study:

            It is generally observed that results in many schools are badly affected by the lack of facilities for promoting the proper teaching learning process.

            The present study throw light on the factors responsible for low academic achievement of those students who secured good results at higher primary level. The private and public schools are very much conscious about their results. the result is the only mirror for exhibiting the type of academic achievement. The competency of

teachers, their adjustment, and allied factors are judged through the type of results attained in every year.

            The adjustment and competency of the teachers is also very vital factor, which influence the child in classroom situations. If all these factors do not vitally affect the achievement of the students at all, then the teachers could certainly prevent the large number of failures by putting in more efficient work.

            It is therefore, visualized that, through a study of this type, the necessary modifications in the light of results arrived at and feed back can be provided to the teachers and policy planners.

1.4. Objectives of the Study:

1.          To find out the causes for low academic achievement of students at high school level who have scored high at higher primary level.

2.          To find out the difficulties faced by the students of high school inside and outside the school premises, which adversely influence their academic
achievement.

1.5. Scope of the study:

            The study conducted by the researcher has limited scope. The sample selected for the study “To find out the causes for low academic achievement among high school students” are only 80 belonging to only one school. Thus the results obtained from this is not sufficient to understand all the factors that contribute for low academic achievement. This study throws light on the conditions inside and outside the school and the instructional, non-instructional and environmental factors, which are expected to influence the academic achievement. The discrepancy in the academic achievement among boys and girls are not highlighted.

Introduction:

            The present researcher in order to investigate the causes of low academic achievement of students studied the accumulated and recorded knowledge of the past in this particular field. This literature is the foundation upon which all future work must be built. As research cannot be undertaken in isolation because what has been already found or accepted and other problems that are directly or indirectly related to the study helps the researcher in many ways. Thus, the literature that has been reviewed by the researcher is given as-follows.

2.1 Review Literature:

1.                 Instigators like Bokil and Sharma (1967) found that the medium of instruction influenced achievement significantly. But the SIE, Maharastra (19.71) found no significant difference in the achievement of students with English and non- English as their medium of instruction.

It gave the following results.

a.       Medium of instruction does not effect the achievement of students.

b.      Teacher’s teaching efficiency and student’s hard work enables the students to show good performance.

2.                 A study conducted by Walaytiram (1974) on “Effect of the different levels of three independent non-cognitive variables namely neuroticism—stability, extroversion introversion and achievement motivation and their interactions on academic achievement” The three-way analysis of variance revealed the following facts.

a.       Achievement motivation had significant influence in various school subjects especially of lower level of intelligence.

b.      Neuroticism - stability was found to have significant relationship.

c.       Introversion - extroversion dimension of personality was reported as playing no significant role in any subject in the lower intelligence either in its main effect or in its interaction with any other variable in the study.

3.                 The GCPI (1981) studied the factors responsible for good and poor percentage examination results.

It gave the following facts.

a.       Proper facility of library, reading room, laboratory, playground etc., helped in increasing the percentage of examination result.

b.      The other important factors found were - the teaching experience of the staff and principal, the method of teaching, regular correction of home work, regular evaluation, proper guidance and encouragement to students, healthy relationship between the principal and the staff, co-operation between teachers and parents and good management.

c.       The various factors found responsible for poor examination result were lack of dedicated teacher, lack of interest in studies and students, lack of proper correction of homework, lack of material resources in the school and passive attitude of parents towards the education of their wards.

4.                 Dr. Anuradha Joshi studied the “Influence of Treatment, Personality and their Interaction on Achievement “The Progress of Education-monthly” Vol.-LXVI, No. pp.15-18. Aug-1991.

a.       There is no significant effect of treatment on overall achievement of students.

b.      There is no significant effect of personality on overall achievement of students.

c.       There is significant effect of interaction between treatment and personality on overall achievement of students.

5.                 Slate, Johan R.; Jones, Craig H.; Turnbough, Rose; Bauschlicher, Lynn (1994) studied the gender differences in achievement scores on the metropolitan achievement test 6 Stanford achievement test 8. “Research in Schools” V 1, No 1, pp 59-62 Gender differences in scores on the Metropolitan Achievement Test (secondary students) and Stanford Achievement Test (elementary school students) were studied with 844 white students in Mississippi. Results are consistent with other recent research in which females outperformed males, supporting the contention that gender differences favoring males are diminishing.

Important findings:

a.       Under achievement is seen in the students belonging to poor socioeconomic conditions.

b.      Maladjusted and less motivated students showed low performance.

c.       Case study on some students revealed that due to physical abnormality students performed poor in their academic achievement.

6.                 Investigators like Venita Lekhi and Gurinderpal Kour. Conducted “A study on Intelligence, Achievement motivation and Study habits as Correlates of Academic Achievement “The Educational Review-monthly” Vol. VI, No.1, pp-7, 9-10, Feb-1995.

Results of this study:

a.       Significant difference exists between the academic achievement of students with high intelligence and low intelligence.

b.      No significance difference exists between the acadeniic achievement of students with high achievement motivation and low achievement motivation.

c.       Significant different exists between academic achievement of student with food study habit and poor study habits.

7.                 Dr. Beena. S. Khemchandani conducted-”A Comparative study of Academic Achievement of Boys and Girls at SSC Exam of Maharashtra Board. “The Educational Review” Vol.-CII. No. 10, pp-i 97-198, Oct- 1996.

Important Findings

a.       Significant difference exists between boys and girls at pass and fail.

b.      Less number of girls, fail at SSC Exam than boys.

c.       No Significant difference exists between boys and girls in achieving first class.

d.      No Significant difference exists between boys and girls in achieving second class.

e.       No significant difference exists between boys and girls in achieving pass class.

8.                 Cooper, Harris; Ney, Barbara; Chariton, Kelly; Lindsay, James; Greathouse Scott. (1996) Studied “The Effect of Summer Vacation on Achievement Test
Scores: A narrative and meta-analytic review”- “The Review of Educational Resear rriew ri si scre& decline over summer vacation. Meta-analysis results from combining the 13 most recent studies indicate that the summer loss equals about one month on grade level equivalent scale.

9.                 Bishop, N. Scott; Frisbie, David-A (1999) “Studied the effect of test item familiarization on achievement test scores”- “Applied Measurement In Education” V.12, No 4, pp 327-41, Studied the effects of overlapping some test items across consecutive test levels by using overlapping and non-overlapping items with 834 prematched and 782 matched elementary school students and focusing on whether there is an effect on achievement test scores due to item familiarization. No effects were detected.

10.             Ronald-C; Alkadry, Mohammad-G.(1999) Investigated “The impact of school resources on student achievement test scores” “Journal of Education-Finance” V 25, No 2, pp 211-28. A statistical analysis tested the relationship of class size, expenditures per student, and socioeconomic status on student achievement test scores in three south Florida counties. Poverty is a primary determinant of student. There is modest support for targeted expenditures for smaller classes above 20 students.

11.             M. Selvam and Dr. S. Soundaravalli studied the “Effect of Various Problems of XIIst Students on their Academic Achievement” “The Educational Review” Vol-107. No.1, pp.12, Jan-2001.

Results

a.       There was significant difference in physical problem scores between boys and girls of Std XII students.

b.      There was no significant difference in family problem scores between boys and girls of std. XII students.

c.       Academic achievement of std. XII students had significant relationship with physical problem scores and family problem scores.

d.      There was no significant relationship between social problem scores and family problem scores and academic achievement of std. XII Students.

12.             Willie, Charles-V. (Sep. 2001). Studied “The contextual effects of socioeconomic status on student achievement test scores by race” “Urban Education” V 36, No 4, pp 461-78. Examined standardized test scores of black and white elementary and middle school students in impoverished, socio-economically mixed, and affluent schools. The proportion of students performing at or above the U.S. norm was higher in affluent schools for both racial groups. The 36 percentage points separating black and white students overall in favour of whites was consistent across all socioeconomic levels.

13.             Sri Jagam. Basanti and Dr. D. Mukhopadhyaya conducted a study on “Effect of Environmental Factors on Achievement: A study on Rural School Students” “The Educational Review” Vol. 44, No. 11, pp-201 -204, Nov-200 1.

The chief findings are,

a.       Significant difference exists between boys and girls in their home environment.

b.      Significant difference exists between high achiever and low achiever in their home environment.

c.       There exists significant difference between boys and girls in their school environment.

d.      Significant difference exists between high achievers and low achievers in their school environment.

3.1. Introduction:

            Educational problems need to be attempted in a systematic manner. The specificity of methodology to be adopted is must for the researcher as it controls and regulates his research work. Research is that scholarly process through which one establishes new facts or thesis which either support or reject any existing theory or principle. It involves search of already available but unexplained facts, materials or documents. In the light of these sources we put forward our own judgement.

3.2. Selection of Sample:

            The researcher has purposely selected 80 students by applying purposive sampling method. The students who have scored high at higher primary level and low at high school level are selected. The 80 students belong to VIIIth and IXth Standard. There are two sections in each standard (A and B). So 20 students from each section have been selected for the study purpose. The total number of students in each class is 70.

3.3. Tool of Data Collection:

            The researcher has prepared an attitude scale on the item of infrastructure facilities and the likely difficulties of the students. With the help of attitude scale, the researcher interviewed 20 students and discussed with them about the
favourable and unfavourable conditions, which influence their academic
achievement. In the light of this interview, the researcher has finalized the attitude scale and used it as a tool for data collection.

3.4. Mode of Data Collection:

            The researcher prepared required number of copies of attitude scale and served to 80 students purposively selected as samples. After giving them sufficient time to record their responses, the researcher approached them and collected completely filled response sheets. And also the researcher interviewed 20 students to make the data more appropriate.

3.5. Statistical Technique:

            Percentile technique was used for analysis of data.

3.6. Delimitation:

            The study is restricted to the high school students of the following school “Ram and Raj High School”. The acquisition of knowledge and skills that are measured by school tests and examinations are considered as academic achievement of the students for the purpose of this study.

4.1. INTRODUCTION:

            The methodology adopted for the study is presented in chapter III. The methodology, which explains the detailed procedure, applied for the data collection. The collected data is tabulated and appropriately rearranged to find out the results. In this chapter the data is analysed and interpreted.

4.2 Analysis of Data:

Table-1
Particulars of the students selected for study.

S1.No.	Name of the Class	Number of students	Percentage
1.	VIIIth A	20	25%
2.	VIIIth B	20	25%
3.	IXth A	20	25%
4.	IXth B	20	25%

1.      The above table shows the 20 students have been selected from each class.

2.      The school selected for the study is of co-education.

3.      The school belongs to private management.

Table-2
The list of VIII^th A Students taken as Sample for the Study

S. No	Name of the Students	Percentage of marks obtained at higher Primary level	Percentage of marks obtained at high school level
1.	Nitin	63%	45%
2.	Soumya	61%	44%
3.	Sunita	59%	40%
4.	Monish	65%	49%
5.	Digambar	58%	38%
6.	Ragottam	63%	43%
7.	Goutam	64%	44%
8.	Rukmoddin	62%	48%
9.	Ashvini	60%	41%
10.	Kiran	62%	43%
11.	Girish	64%	48%
12.	Vikram	67%	50%
13.	Sharanakumar	58%	38%
14.	Savita	60%	39%
15.	Shashikala	64%	48%
16.	Vijaylaxmi	63%	48%
17.	Sujatha	65%	45%
18.	Shilpa	61%	43%
19.	Sonja	67%	52%
20.	Venkatesh	65%	50%

            The above table reveals the idea that the student’s academic achievement at higher primary level is comparatively higher than at high school level. The students who obtained the percentage in the range of 58% to 62% at higher primary level secured 38% to 45% at high school level. And the percentage of few students falling in the range of 63% to 67% at high primary level secured 45% to 52% at high school level.

Table-3
List of VIII ^th B students taken as samples for study.

S. No	Name of the Students	Percentage of marks obtained at higher Primary level	Percentage of marks obtained at high school level
1.	Raghavendra	65%	48%
2.	Rahul	62%	40%
3.	Harsha	60%	38%
4.	Rafeeq	63%	45%
5.	Shashikant	64%	48%
6.	Vishwanath	62%	43%
7.	Bhaskar	63%	50%
8.	Vaishnavi	66%	48%
9.	Umesh	64%	. 48%
10.	Priyanka	59%	38%
11.	Jyothi	66%	49%
12.	Sujatha	63%	51%
13.	Rashmi	58%	38%
14.	Shweta	67%	52%
15.	Renuka	68%	53%
16.	Parvathi	65%	47%
17.	Jagadish	64%	49%
18.	Shivprasad	62%	51%
19.	Prashant	60%	49%
20.	Asma	61%	42%

            The above table shows that the achievement of students at higher primary level in between 58% to 65% fall in the range of 38% to 47% at high school level. And the students who have obtained in the range of 66% to 68% at higher primary level secured 48% to 53% at high school level.

Table-4
List of IX ^th A students taken as sample for study

Sl. No.	Name of the Students	Percentage of marks obtained at higher Primary level	Percentage of marks obtained at high school level
1.	Sujatha	59%	39%
2.	Bhagya	63%	43%
3.	Gecta	64%	47%
4.	Shoba	66%	51%
5.	Rakesh	65%	51%
6.	Suresh	63%	49%
7.	Chandrakanth	62%	48%
8.	Pushpalata	61%	42%
9.	Venkat	64%	52%
10.	Umakanth	65%	43%
11.	Shashikala	62%	41%
12.	Rohini	65%	45%
13.	Koushalya	64%	51%
14.	Ameena	60%	49%
15.	Mangala	61%	48%
16.	Arunkumar	63%	45%
17.	Vaishali	64%	43%
18.	Sarala	61%	48%
19.	Gajanana	65%	44%
20.	Prabhukanth	63%	50%

            The above table shows that the student’s academic achievement at higher primary level is comparatively higher than at high school level. The students who obtained the percentage in the range of 59% to 63% at higher primary level secured 39% to 43% at high school level. And the percentage of few students falling in the range of 63% to 66% at higher primary level secured 44% to 52% at high school level.

Table -5

List of IX ^th B students taken as sample for study.

Sl.No	Name of the Students	Percentage of marks obtained at higher Primary level	Percentage of marks obtained at high school level
1.	Shweta	63%	45%
2.	Vidhya	65%	48%
3.	Sangamesh	66%	47%
4.	Balaraj	63%	41%
5.	Rohit	62%	50%
6.	Jeetendra	60%	49%
7.	Divya	64%	49%
8.	Ashokkumar	62%	51%
9.	Sumanth	63%	51%
10.	Veeresh	64%	49%
11.	Shailendra	60%	48%
12.	Anantkumar	62%	47%
13.	Suchitra	63%	45%
14.	Prabhuraj	59%	40%
15.	Laxmikanth	68%	58%
16.	Nikhil	60%	42%
17.	Prashant	62%	44%
18.	Satish	64%	45%
19.	Rashid	60%	46%
20.	Lohit	62%	49%

            The above table shows that the achievement of student’s t high school level in between 40% to 45% falls in the range of 59% to 63% at higher primary level. And the students who have obtained the percentage in the range of 45% to 58% at high school level secured 64% to 68% at higher primary level.

Reasons for the low percentage of marks in the qualified examination
Table-6
Regularly and Punctuality

S. No	Areas	Favour	Percentage	Not in favour	Percentage
1.	Convenient of the school	75	93.75%	5	6.25%
2.	Attending classes regu1ly	76	95%	4
3.	Reaching school in time	74	92.5%	6	7.5%
4.	Asking about reason for late coming	50	62.5%	30	37.5%
5.	Teacher using teaching aid The teacher should not conduct monthly test	55	68.75%	25	3 1.25%
6.		60	75%	20	25%
7	Conducting of science experiment	70	87.5%	10	12.51%
8.	Attentiveness of students in the class	71	88.75%	9	11.25%

            The table-6 gives the opinion about regularity and punctuality of the selected students in attending school. It brings out the following facts.

1)      Almost all students are in favour of (i.e., more than 92%) convenient of the school, attending classes regularly, reaching school in time.

2)      More than 87% of the students are in favour of conducting science experiment and being attentive in the class.

3)      75% of the students are in favour of conducing monthly test.

4)      Most of the students comparatively differ in their opinion, as nearly 68% of the students are in favour of teacher using teaching aid and maintenance of attendance register.

5)      And finally only 62% of the students are in favour of the authorities asking reason for late coming.

Table-7
Regular appearance of test/examination

Sl.No	Name of the Test	No. of Students attending test	No. of students not attending test
1.	Monthly test	70	10
2.	Quarterly test	71	09
3.	Terminal test	78	02

            The above table gives information about the student’s regularity in
appearing for the tests and examination conducted in their school. It brings out the
following facts.

1)      70 out of 80 i.e., 87.5% of the, students do not attend the monthly test.

2)      As regards to quarterly test 88% of the student appear.

3)      Almost all students irrespective of two attend terminal test.

Table-8
Subjects in which students are unable to follow the teacher

           

S1.No.	Subjects	No. of Students	Percentage
1.	English	2	2.5%
2.	Kannada	6	7.5%
3.	Hindi	5	6.25%
4.	Social study	7	8.25%
5.	General Science	15	18.75%
6.	Mathematics	18	66.25%

            The above table provides information about the inability of students in
‘following some subjects. It brings out the following facts.

1)      2 out of 8 students (i.e., 25%) are unable to follow English.

2)      5 and 6 student out of 80 are unable to follow Hindi and Kannada.

3)      There is an increase in the number of students who are unable to follow science and mathematics subjects, 15 students science and 18 students in Mathematics are not able to follow.

Table-9
Adequacy of Teacher

S. No	Skills	Favour	Percentage	Not in favour	Percentage
1.	The voice of the teacher should be audible	75	93.75%	5	6.25%
2.	Command over subject matter	76	95%	4	5%
3.	Appreciating the achievement of students	70	87.5%	10	12.5%
4.	Encouragement to the students participation	68	85%	12	15%
5.	Friendly and co-operative attitude of teacher	74	92.5%	6	7.5%

            The above table gives information about the skill adequacy of teacher. It reveals the following facts.

1)      More than 90% of the students are in favour of the audible voice of teacher, command over subject and friendly and co-operative attitude of teacher.

2)      85% of the students feel that teacher should encourage students participation.

3)      And 87% of the students feel that teacher should appreciate students participation.

Table-10
Library Facility

S1.No	Skills	Favour	Percentage	Not in favour	Percentage
1.	Books and reference are the foundation for study	76	95%	4	5%
2.	Teaching points are sufficient for study	70	87.5%	10	12.45
3.	Library facility in school	75	93.75%	05	6.25%
4.	Encouragement by teacher to make use of books	68	85%	12	15%
5.	Book with different interest and capability	71	88.75%	09	12.5%
6.	Opening up of library during vacation and long holidays	65	81.25%	15	18.75%

            The above table provides the following information.

1)      95% of the students feel that books and references are the foundation for study and 93.75% of the students are in favour of library facility in the school.

2)      More than 87% of the students opine that teaching points are sufficient for study and library should have books with different interest and capability.

3)      The students comparatively differ in their opinion regarding the opening up of library during vacation and long holidays 81.25% of the students are in favour.

Table-11
Occupation wise break up of parents

Sl.No	Occupation	No. of parents	Percentage
1.	Government Servant	14	17.5%
2.	Private Servant	12	15%
3.	Business man	26	32.5%
4.	Agriculturist	28	35%

            The above table gives information about the occupation wise brak up of
parents. It reveals the following facts.

1)      15% of the parents are private servants and 17.5% are of Government Servant.

2)      The number of parents belonging to business is higher than the above mentioned, 32% of the parents have business as their occupation.

3)      35% of the parents have agriculture as their main occupation.

Table-12
Break up of the families according to the number of dependent member

Sl.No	Number of dependents	No. of family	Percentage
1.	lto3	25	31.25%
2.	4to6	38	48.5%
3.	7tolO	12	15%
4.	More than 10	04	5%

            The above table gives the following facts regarding the break up of the
families according to the number of dependent members

1)      31.25% of the families are small in size with 1 to 3 dependent members

2)      47.5% of the families are of medium size with 4 to 6 dependent members.

3)      15% of the families belong to large family with 7 to 10 dependents.

4)      This shows that still the joint family system continues to some extent.

Table-13
Educational qualification of the parents

Sl. No	Level of Education	No. of father	Percentage	No. of Mother	Percentage
1.	Illiterate	11	13.75%	21	26.25%
2.	Below S.S.L.C	15	18.75%	26	32.5%
3.	S.S.L.C	20	25%	23	28.75%
4.	Graduate	28	35%	08	09%
5.	Professional Education (Doctor, Engineer)	02	2.5%	0	0
6.	Technical education (ITI and Diploma)	04	5%	02	2.5%

            The above table reveals the idea of the number of educationally qualified
parents of selected students.

1)      The illiteracy of mother i.e., 26.75% is more than the fathers i.e, 13.75%.

2)      The number of mothers with below S.S.LC. Qualification i.e., 32.5% is higher than the father i.e., 18.75%.

3)      There is no significant difference regarding the S.S.L.C qualification of parents with mother 28.27% and fathers 25%.

4)      As regards to the graduation, the number of father i.e., 35% is more than that of mother with only 8%.

5)      2.5% of the fathers have the qualifications of professional education.

Table-14
Residence of the students

S1.No	Accommodation	No. of Students	Percentage
1.	Own house	53	66.25%
2.	Rent room	12	15%
3.	Relatives	15	18.75%
4.	Hostel	0	0

            The above table provides the information about the residence of the
students.

1)      66. 25% of the students have own house and they live with their parents.

2)      15% of the students live in rent room with their parents.

3)      18.75% of the students live with their relatives.

4.3. Important Findings of the Analysed Data:

1)      30 out of 80 i.e., 37.5% of the student do not feel that the authorities of school should ask reason for late coming.

2)      25 out of 80 i.e., 3 1.25% of the students are not in favour of teacher using teaching aid and 20 out of 80 i.e., 25% of the students are not in favour of teacher conducting monthly test.

3)      31.25% of the students i.e., 25 students do not feel the necessity of maintaining attendance register.

            The above mentioned findings reveal the idea that attitude of students regarding above-mentioned factors are not conducive.

4)      70 out of 80 i.e., 87.5% of the students do not attend the monthly test. And those who appear monthly test regularly hardly make any attempt to improve.

5)      There is an increase in the number of students who do not follow subjects like science and mathematics.

6)      Although 93.75% of the students are in favour of library facility in school,
85% of them do not feel that teacher should encourage the students to make use of books available in the library.

7)      15 out of 80 i.e., 8 1.25% of the students do not feel that library should be open during vacation and long holidays.

            The above mentioned 6 and 7 findings reveal the fact that even though the students are in favour of school having a library, but they refuse to make best use of it, which will be a supplement for their study.

8)      The number of parents belonging to business and agriculture is comparatively higher than the parents belonging to Government and Private service, as per the opinion of teachers in this school, most of the students belonging to business and agricultural background do not get inspiration from their parents.

9)      12 out of 80 i.e., 15% of the students belong to large family with 7 to 10 members and 4 out of 80 i.e., 5% of the students belong to joint family. Due to large number of family members, the students get less attention from their parents. So such students may lack interest in study.

10)  Regarding education qualification of parents, it is obvious that 13.75% of fathers and 26.25% of mothers are illiterate, about 28.27% of the parents are just matriculates. Thus, majority of the students belongs to parents with low
level of education.

4.4. Interpretation:

Objective No. 1:

            “To find out the causes for low academic achievement of students at high school level who have secured high at higher primary level”. In the light of analyzed data and its important findings, the following interpretation can be drawn.

            The detailed examination of the analyzed data reveals the following facts.
25 out of 80 i.e., 13.25% of the students are not in favour of maintenance of attendance register. Such students are of the view that, in case the teacher maintains attendance register, their irregularity will be noticed which further leads to punishment. But is necessary on the part of teacher to maintain daily attendance register so that the teacher can pay more attention towards irregular students and can motivate them to be regular to classes and punctual in their study.

            30 out of 80 i.e., 37% of the students do not feel that school authorities should ask the reason for late coming. But it is necessary that the school authorities should have the provision of asking the reason for late coming. In case, the school authorities fails to do so, the students will not be alert in reaching school at correct time, which further develops negligence on the part of students not only to be correct in time, but also starts cheating by telling lie. Thus, this kind of behaviour will ultimately effect the academic achievement of students.

            There is a discrepancy between achievement of students at higher primary and high school level regarding monthly test. The students at high school level hardly made any effort of improvement in the test.

            Such students lag behind in their study, which ultimately leads to low academic achievement and thereby fails to come at the level of high achievers. So it becomes necessary on the part of teachers to notice the marks of students who do not show any kind of improvement in retest. Proper suggestion and guidance becomes indispensable for teacher after every test, so as to enable the students for further improvement.

            As per the interview undertaken by the researcher on some students regarding the subject in which they are unable to follow the teacher, the revealed facts are, due to part I and II in both science and mathematics, students feel difficulty in following the teacher. The students are of the view that syllabus is quite heavy as compared to their previous class. The teachers appointed for these two subjects are newly appointed and quite inexperienced in their study.

            The teachers especially both science and Mathematics should be a resourceful person. Apparently it is essential for the teacher to have command over his subject, and should be able to teach effectively by coming at the level of student’s understanding. Simultaneously the teacher should have update knowledge of the subject. the innovative method of teaching proves to be fruitful rather than traditional method by using variety of teaching aids. Therefore, teachers should make use of in service training in which efforts will be made by the educational authorities to improve the teaching proficiency of teachers.

           

            As regards to the curriculum, it should be flexible in nature and also the fulfillment of the interest of different types of students and consequently their intellectual development should be checked. The curriculum shoild be such that the students may not only be encouraged to work, but also to make proper use of leisure. Ultimately it depends on the teachers how best they make use of their teaching talent.

            As per the researcher’s notice in the class, majority of the low achievers is seated in the backbenches irrespective of the height of students. So it becomes necessary that provision should be made in the class for height wise seating arrangement of students and the low achievers should be made to sit on the front benches, as the teacher can pay more attention towards them.

Objective No. 2

            “The difficulty faced by the students inside and outside school premises”. In the light of the analyzed data and its important findings, the following interpretation can be drawn.

            Most of the students belong to agriculture and business background and the attention of such parents towards their children is comparatively lower than the attention paid by the parents of Government and Private services. Therefore, the parents belonging to business and agricultural background aspire their off springs to continue the occupation of the family. It is observed that students belonging to business and agricultural background do not show any kind of interest in their study, which is also, one of the factor responsible for the low academic achievement of students.

            But proper and qualitative education has become part and parcel of every body’s life. Every field of life has become so advanced that without proper knowledge regarding the particular field of work, one cannot achieve success and proficiency. So it is essential for the parents whichever occupational background they may belong, meticulous care is needed for the proper education of their off springs.

            The children belonging to nuclear family gets sufficient care and concern from their parents regarding health, study etc., Apparently the achievement of such students will be high. But as per the study 20% of the students who belong to large and joint family gets less attention from their parents and are not much interested in their study.

            Majority of the students belonging to the parents with low educational qualification showed low achievement. Such parents become unable to check each and every aspect of their children’s study, the guidance and suggestion on the part of parents regarding the study of their children becomes necessary, otherwise parent’s low educational qualification becomes one of the factor responsible for low academic achievement of their children.

5.1 Introduction:

            Education has become the backbone of a country in the present fast moving scientific era. There is an urgent need for under developed countries to have qualitative education and to utilize its resources to the fullest extent to pace with advanced countries.

            Nation should universally impart education to its entire people irrespective of caste, creed, race, gender etc. The success of the education depends upon the achievement of students to the maximum extent. The student’s performance refers to the degree of level of success or that or proficiency attained in some specific or general area concerning scholastic or academic work. Thus, there is an urgent need of increase in the academic achievement of students.

            Academic achievement has been the criterion for judging the individual right from the beginning of formal education. It has been firmly established that academic achievement is effected by personality, curricular, teacher, school, home environment, social factors and so on. The present researcher in the light of above- mentioned factors has stressed to find out the causes for the low academic achievement of students.

            The researcher has taken into consideration of those students whose academic achievement is low at high school level. The students inspite of having the ability to do well in their academic performance fails to do so. Such students are considered as low achievers by the researcher. The factors that effect the achievement of students both inside and outside school premises are highlighted.

            The matter to be concerned is that these low achievers are able to do well provided conducive opportunities and facilities are availed to them.

5.2 Title of the Study:

            “To find out the causes of low academic achievement among high school
students of Humnabad taluka”.

5.3 Objectives of the Study:

1)      To investigate the causes for low academic achievement of students at high school level who have scored high at higher primary level.

2)      To find out the difficulties faced by the students of high school inside and outside the school premises, which adversely influence their academic achievement.

5.4. Selection of sample:

            In the present study researcher has purposely selected 80 students by applying purposive sampling method. The students who have scored high at higher primary level and low at high school level are selected. The 80 students belong to VIII and IX standard. There are two sections in each standard (A and B). So 20 students from each section have been selected for the study.

5.5. Tool Used:

            An attitude scale and preliminary information is used to collect the data by researcher.

5.6. Administration of the Tool and Collection of Data:

            The researcher has prepared required number of copies of attitude scale and served to 80 students, purposely selected as samples. After stipulated time period the response sheets were collected back and the same were used for scoring and subjected to statistical technique for analysis and interpretation.

5.7. Statistical Technique:

            Percentile technique was used for analysis of data.

5.8. Limitations of the study:

            The limitations of the present study that came to the notice of researcher are as follows:

1)      The sample selected by researcher for the study “To find out the causes of low academic achievement among high school students” are only 80 belonging to only one school. Thus, the result obtained from this is not sufficient to understand all the factors that contribute for the low academic achievement of students.

2)      The researcher does not high lighten the discrepancy in the academic achievement among boys and girls.

3)      The school selected for the study belongs to private management. The students should have been drawn from government school and from rural area, which would pave the way for finding more causes of low academic achievement.

5.9. Discussion and Conclusion:

            The data examined in detail are analysed keeping in view both inside and outside school environment. The important findings of analysed data regarding monthly test, maintenance of attendance register are not conducive. The students feel difficulty in following science and Mathematics as compared to other subjects, although the students are in favour of library facility in school but they refuse to make best use of it, which will be a supplement for their study. The students belonging to business and agricultural background showed low academic achievement.

            Thus, the research undertaken to find out the causes for the low academic achievement of students at high school level speaks about under achievers, as they are not low achievers in the real sense, because they were quite good at higher primary level. These low achievers are able to do well provided best opportunities encouragement is availed to them both by parents at home and teachers in school. Teacher plays a pivot role in the all round development of students. The curiosity, imagination, novelty, uniqueness is not confined to the students with high achievements, even the students with low academic achievement are not deprived of this. It becomes necessary for teacher to welcome the students to exhibit their innate potentialities and creativeness and their by provide proper suggestion, guidance to make them well shaped.

            Teacher should not be concerned only about academic achievement of students. There are other factors such as character, personality trait, and adjusted and maladjusted behaviour of students, which influence their academic performance. The period of high school comes under adolescent stage.

            It is a period of great stress and strain. Many behavioural deviations can be seen in this stage, If proper opportunity and encouragement is yielded both by parents and teachers the student will become efficient, well adjusted and can achieve high academic excellence, other wise if meticulous care is not taken by parents and teacher the child will be deprived to become efficient and well adjusted not only to himself but also to society in general.

5.10. Suggestions for further study:

            There are many problems in the field of education. In finding solution to some problems, one can come across some other problem, which can be suggested for further study. So the study undertaken by the present researcher reveals some suggestion for further study.

1)      A large number of sample selections are suggested for further study of same or similar topic.

2)      The sample of students should be drawn from a variety of schools.

3)      Educational experts, officers of the department of school education and a few community leaders should be consulted for their opinion and suggestions to solve student’s difficulties and improve their academic achievement.

BIBLIOGRAPHY

1)      Anand C.L. and M.S. Padma (1987). “Correlates of Achievement: A trend report”. In M.B. Buch, Third Survey of Research in Education (1973-1978). New Delhi: National Council of Educational Research and Training.

2)      Atma Ram (1983) “Higher Education in India”, Mital Publication, A-1/8, Mohan Garden, New Delhi.

3)      Bishop, N. Scott, Frisbie, David, A. (1999). The effect of test item familiarisation on achievement test scores-Applied Measurement in Education Vol. 12, No. 4, pp. 327-41.

4)      Cooley, C.T. (1989). “The relationship between student achievement and school climate”, Dissertation Abstracts. International Vol. 51, No. 3, p. 692-A.

5)      Dr. Anuradha Joshi (1991). “Influence of treatment personality and their interaction on achievement” The Progress of Education” Monthly Vol. LXVI, No. 2, pp. 15-18.

6)      Dr. Beena S. Khemchandani (1996). “A Comparative study of academic achievement of boys and girls at SSC Exam of Maharashtra board - The Educational Review Monthly, Vol. CII, No. 10, pp. 197-198.

7)      M. Selvam and Dr. S. Soundaravalli. (2001). “Effect of various problems of
XII Standard students on their academic achievement. The Educational Review Monthly, Vol. 107, No. 1, pp. 12.

8)      Ronald, C. Alkadry Mohammaci G. (1999). The impact of school resources on students achievement test scores. Journal of Education-finance Vol. 25, No. 2, pp. 211-228.

9)      S.B. Khanna and others (1991). “Current problems of Indian Education DOBA House, 168, Naisarak, Delhi.

10)  Safaya and Raghunath, (1979). “Current Problems in Indian Education”, Jullundur — Delhi.

11)  Venita Lekhi and Gurinderpal Kaur (1995). “Intelligence, achievement motivation and study habits as correlates of academic achievement” — The Educational Review, Monthly Vol. VI, No. 1, pp. 7, 9, 10.  

APPENDIX-I

Sri/Smt/______________
Sir/Madam

            This is to inform you that I the undersigned, ___________________
student, have undertaken dissertation work in Education in the __________________ ____________________________________________________________________.

            In partial fulfillment of the course, I have to submit a research report based on the study entitled “To Find out the Causes of low Academic Achievement among High school Students”. As a part of study, I have decided to collect data from your school. Sir! Madam, I assure you that the data will be used only for the purpose of research and will be kept in strict confidence.

            I am very much thankful for your cooperation

Yours Sincerely

Instructions:

1)      Carefully read all items and give correct information

2)      Read all the given statements carefully.

3)      Indicate tick mark (4) to Yes/No

PARTICULARS OF THE STUDENT

1)      Name (in full)                                        :           ………………………………….

2)      Class                                                    :           ………………………………….

3)      School                                      :           ………………………………….

4)      Residential address                               :           ………………………………….

5)      Qualified examination passed    :           ………………………………….

6)      Year of passing                                     :           ………………………………….

7)      Subject and percentage of marks obtained       

                              Subject                                     Marks

a.       ………………………..                      ………………………..

b.      ………………………..                      ………………………..

c.       ………………………..                      ………………………..

d.      ………………………..                      ………………………..

e.       ………………………..                      ………………………..

f.        ………………………..                      ………………………..         

8)      Occupation of the father ………………………..

9)      Number of dependent members of the family

a.       Adults              ………………………..

b.      Children           ………………………..

10)  Number of family members studying in schools and colleges’

a.       In schools         ………………………..

b.      In colleges        ………………………..

11)  Educational qualification of the parents

a.       Mother             ………………………..

b.      Father              ………………………..

12)  Do you contribute anything to the family income?                                   Yes/No

      In case yes, in what form ………………………..

13)  Do you live with your parents?                                                  Yes/No

14)  In case you are not living with your parent, please indicate where do you live by tick marking (4) the following

a.       Rent room

b.      Relatives

c.       Hostel

15)  Do you have a separate room for study?                                               Yes/No

16)  What is the distance between your home and school?                Far/Near

17)  Are you coming from rural area?                                                           Yes/No

18)  Are you convenient with bus facility?                                         Yes/No

19)  Do you appear for all the tests regularly?                                               Yes/No

a.       Monthly test                                                                             Yes/No

b.      Quarterly test                                                                            Yes/No

c.       Terminal test                                                                             Yes/No

20)  Can you follow all the subjects that has been taught in the class?            Yes/No

21)  In case No. Please mention the subject ………………………..

      State why?                                                       ………………………..

22)  What are your hobbies? List them         ………………………..

23)  How much time do you spend in

a.       Studying                       ………………………..hours

b.      Playing                         ………………………..hours

c.       Hobbies                       ………………………..hours

d.      Movies                         ………………………..hours

e.       Extra curricular             ………………………..hours

f.        Taking rest                   ………………………..hours

24)  Students should be regular to the classes                                               Yes/No

25)  Irregularity does not effect the performance of students.                         Yes/No

26)  The punctuality of students lies in reaching school at correct time            Yes/No

27)  The timing of the school should be convenient                            Yes/No

28)  The school authorities should ask students the reason for late coming. Yes/No

29)  The teacher should necessarily use maps and charts in the class.             Yes/No

30)  The teacher should conduct monthly tests                                              Yes/No

31)  Irregular students should not attend classes regularly                  Yes/No

32)  Schools should not necessarily maintain attendance register.       Yes/No

33)  The teacher should rarely conduct science experiments.                         Yes/No

34)  The voice of the teacher should be audible to the backbenchers.            Yes/No

35)  The attitude of the teacher should be friendly and cooperative    Yes/No

36)  The teacher should not encourage students participation in his teaching Yes/No

37)  The teacher should not have intimate and cordial relationship in his teaching

                                                                                                                  Yes/No

38)  Books and references are the foundation for study.                                Yes/No

39)  Teaching points are sufficient for study                                       Yes/No

40)  Every school should have a separate library facility                                Yes/No

41)  Teacher should encourage students to make use of library                      Yes/No

42)  Books with different capability and interest should be provided in large numbers.                                                                                                Yes/No

43)  School library should maintain the provision of weekly or Fortnightly- book issues.                                                                                                         Yes/No

44)  School library should not be open during the vacation and long holidays Yes/No

45)  The students should be encouraged to spoil or disfigure books Yes/No