A Study of Achievement Motivation of Secondary School Students

A Study of Achievement Motivation of Secondary School Students
A
DISSERTATION
SUBMITTED TO THE
KADI SARVA VISHWAVIDYALAYA
IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE DEGREE
OF MASTER OF EDUCATION
GUIDE
INVESTIGATOR
DR. SANJAY M. GUPTA
SANJAY PAL
Assistant Professor
( M.Sc, B.Ed )
Vakil Shri D. H. Patel Department of Education

Kadi SarvaVishwavidyalaya Gandhinagar
MARCH-2011
ACKNOWLEDGEMENT
I am very much grateful to my guide Dr. Sanjay M. Gupta Assistant
Professor Department of Education in Kadi SarvaVishwavidyalaya
Gandhinagar his invaluable help and guidance to complete this research work. It
is not exaggeration to say that without his able guidance, this work would have
completed.
I also oblige my sister Jyoti and Brother Toshnidhi Prajapati & Omendra Pal Si
ngh and my all friends for providing me a great encouragement during the long pr
ocess of this research work.
I offer sincere gratitude to my respected parents Shri Kishan Swaroop Pr
ajapati and Smt. Maharani Devi who have always been source of strength and moral
e booster for not only in this research work but in the whole course of my life.
Place: Gandhinagar
Sanjay Pal March-2011
( M.Sc, B.Ed )
CERTIFICATE
This is to certify that the content of this dissertation entitled “A Study
of Achievement Motivation of Secondary School Students” is the original research
work for the Master of Education of Mr. Sanjay Pal carried under my guidance.
I further certify that the work has not been submitted either partially or fu
lly to any other University / Institution for the award of any degree.
Place: Gandhinagar Dr. Sanjay M. Gupta

Date:
Assistant Professor
Department of Education
Kadi Sar
va Vishwavidyalaya
Gandhinagar
LIST OF CONTENTS
SERIAL NO. CONTENTS PAGE NO.
1. Chapter – 1
Problem and statement of the problem
1-10
1.1 Introduction
1.1.1 What is Motivation
1.1.2 Types of Motivation
1.1.1 Achievement
1.1.2 Socialization
1.1.3 Incentive Motivation
1.1.4 Fear Motivation
1.1.5 Change Motivation
1.1.6 Maslow Theory of Motivation
1.1.7 Definition of Need for Achievement.
1.1.8 Theory of Needs.
1.1.9 Achievement
1.1.10 Power
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Hypothesis
1.5 Importance of the Study
1.6 Delimitations of the Study
1.7 Definition of Key Words
1.8 Variables of the Study
1.9 Arrangement of the following Chapters
1.10 Conclusion
2. Chapter – 2
REVIEW OF THE RELATED LITERATURE
13-26
2.1 Introduction
2.2 Importance of Review of related literature
2.3 Related Studies
2.4 Analysis of the findings
2.5 Significance of the Present Study
2.6 Conclusion
3. Chapter – 3
RESEARCH DESIGN
28-32
3.1 Introduction
3.2Origin of the Problem
3.3 Population
3.4 Sample
3.5 Method of the Study
3.6 Tools for the Data collection
3.7 The Process of Data collection
3.8 Method of Data Analysis
3.9 Experiences during the Data collection
3.10 Conclusion
4. Chapter – 4
ANALYSIS AND INTERPRETATION OF DATA
33-60
4.1 Introduction
4.2 Analysis of data
4.3 Interpretation of data
4.4 Conclusion
5. Chapter – 5
FINDINGS, SUGESTIONS AND ONCLUSION
61-68
5.1 Introduction
5.2 Research summary
5.3 Finding
5.4 Discussing of Findings
5.5 Educational Implication of the findings
5.6 Suggestion.
5.6.1 General Suggestions
5.6.2 Direction for future Research
5. 7 Conclusion
6. BIBLIOGRAPHY 69-70
7. WEBLOGRAPHY 71
8. APPENDIX 72
Frequency Distribution of Table List

Sr. No. Table No. Table Title Page No.
1. 4.1 Achievement Motivation of Secondary School students 35
2. 4.2 Achievement Motivation level of C.B.S.E Secondary School studen
ts 38
3. 4.3 Achievement Motivation level of G.S.E.B Secondary School student
s 41
4. 4.4 Achievement Motivation level of Secondary School students as p
er Gender-Male 44
er Gender-Female 47
er Parents working status-Single 50
er Parents working status-Both 53
List of Graphs
Sr. No. Graph
No. Graph Title Page No.
1 4.1.1 Achievement Motivation of Secondary School students 37
2 4.1.2 Achievement Motivation level of C.B.S.E Secondary School studen
ts 40
3 4.1.3 Achievement Motivation level of G.S.E.B Secondary School student
s 43
4 4.1.4 Achievement Motivation level of Secondary School students as p
er Gender-Male 46
er Gender-Female 49
er Parents working status-Single 52
er Parents working status-Both 55
List of Abbreviations used in the Research work
N- Number
X – Average
S.D- Standard Deviation
SED- Standard Error of Deviation
*- Significant
C.B.S.E- Central Board of Secondary Education
G.S.E.B- Gujarat- Secondary Education-Board
CHAPTER¬¬-1
1.1 Introduction
1.1.1 What is Motivation?
1.1.2 Types of Motivation
1.1.1 Achievement
1.1.2 Socialization
1.1.3 Incentive Motivation
1.1.4 Fear Motivation
1.1.5 Change Motivation
1.1.6 Maslow Theory of Motivation
1.1.7 Definition of Need for Achievement
1.1.8 Theory of Needs
1.1.9 Achievement
1.1.10 Power
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Hypothesis
1.5 Importance of the Study
1.6 Limitations of the Study
1.7 Definition of Key Words
1.8 Variables of the Study
1.9 Arrangement of the following Chapters
1.10 Conclusion
CHAPTER-1
1.1 Introduction
In the world many people know motivation as the driving force behind an action.
This is probably the simplest explanation about motivation. Motivation can be co
nsidered with the state of having encouragement to do something.
This is the motivation of a person to attain goals. The longing for achievement
is inherent in every man, but not all persons look to achievement as their motiv
ation. They are motivated by a goal. In order to attain that goal, they are will
ing to go as far as possible. The complexity of the goal is determined by a pers
on’s perception.
The purpose of the study on Achievement Motivation is to find out the motivation
behind every achieved goal. So the investigator has taken up the study.
1.1.1 WHAT IS MOTIVATION?
Many people know motivation as the driving force behind an action. This is proba
bly the simplest explanation about motivation. Motivation can be considered the
state of having encouragement to do something.
Why do people do what they do? Why do we go on every day, living our liv
es and trying to find justification for our existence? Some people think that th
ey can find purpose in the things that motivate them. Others just see the motiva
tion and react automatically.
There is no one thing that motivates people to perform certain actions. People a
re different, so it follows that their motivations have to be different.
1.1.2 TYPES OF MOTIVATION
1.1.1 Achievement
This is the motivation of a person to attain goals. The longing for achievement
is inherent in every man, but not all persons look to achievement as their motiv
ation. They are motivated by a goal. In order to attain that goal, they are will
ing to go as far as possible. The complexity of the goal is determined by a pers
on s perception.
To us, the terms "simple" and "complex" are purely relative. What one person thi
nks is an easy goal to accomplish may seem to be impossible to another person. H
owever, if your motivation is achievement, you will find that your goals will gr
ow increasingly complex as time goes by.
1.1.2 Socialization
Some people consider socialization to be their main motivation for actions. This
is especially evident in the situation of peer pressure. Some people are willin
g to do anything to be treated as an equal within a group structure. The idea of
being accepted among a group of people is their motivation for doing certain th
ings.
1.1.3 Incentive motivation
This motivation involves rewards. People who believe that they will receive rewa
rds for doing something are motivated to do everything they can to reach a certa
in goal. While achievement motivation is focused on the goal itself, incentive m
otivation is driven by the fact that the goal will give people benefits. Incenti
ve motivation is used in companies through bonuses and other types of compensati
on for additional work.
By offering incentives, companies hope to raise productivity and motivate their
employees to work harder.
1.1.4 Fear motivation
When incentives do not work, people often turn to fear and punishment as the nex
t tools. Fear motivation involves pointing out various consequences if someone d
oes not follow a set of prescribed behavior. This is often seen in companies as
working hand-in-hand with incentive motivation. Workers are often faced with a r
eward and punishment system, wherein they are given incentives if they accomplis
h a certain goal, but they are given punishments when they disobey certain polic
ies.
1.1.5 Change motivation
Sometimes people do things just to bring about changes within their immediate en
vironment. Change motivation is often the cause of true progress. People just be
come tired of how things are and thus, think of ways to improve it.
1.1.6 MASLOW THEORY OF MOTIVATION
The explanation of Maslow Theory is given in next page.

1.1.7 Definition of Need for Achievement.
Personality trait characterized by an enduring and consistent concern with setti
ng and meeting high standards of achievement. This need is influenced by interna
l drive for action (intrinsic motivation), and the pressure exerted by the expec
tations of others (extrinsic motivation). Measured by thematic appreciation test
s, need for achievement motivates an individual to succeed in competition.
1.1.8 Theory of Needs.
In his acquired-needs theory, David McClelland proposed that an individual’s speci
fic needs are acquired over time and are shaped by one’s life experiences. Most of
these needs can be classed as achievement, affiliation, or power. A person’s moti
vation and effectiveness in certain job functions are influenced by these three
needs. McClelland’s theory sometimes is referred to as the three need theory or as
the learned needs theory.
1.1.9 Achievement
People with a high need for achievement (nAch) seek to excel and thus tend to av
oid both low-risk situations. Achievers avoid low-risk situations because the ea
sily attained success is not a genuine achievement. In high-risk projects, achie
vers see the outcome as one of chance rather than one’s own effort. High nAch indi
viduals prefer work that has a moderate probability of success, ideally a 50% ch
ance. Achievers need regular feedback in order to monitor the progress of their
achievements. They prefer either to work alone or with other high achievers.
1.1.10 Power
A person’s need for power (nPow) can be one of two types- personal and institution
al. Those who need personal power want to direct others, and this need often is
perceived as undesirable. Persons who need institutional power (also known as so
cial power) want to organize the efforts of others to further the goals of the o
rganization. Managers with a high need for institutional power tend to be more e
ffective than those with a high need for personal power.
1.2. Statement of the problem
The investigator has selected following problem for the present study
1.3. Objective of the study
The objectives of present study are as follows:-
I. To study the Achievement Motivation of secondary school students.
2. To compare the Achievement Motivation of C.B.S.E & G.S.E.B secondary school
students.
3. To compare the Achievement Motivation of Male & Female students of secondary
schools.
4. To compare the Achievement Motivation of students with respect to these paren
ts working status.
1.4 Hypothesis
The hypothesis of present study is as under:-
1. There is no significant difference between mean score of Achievement Motivati
ons of G.S.E.B & C.B.S.E secondary school students.
ons of Male and female of secondary school students.
ons of students with respect to parents working status.
1.5 Importance of the study
Every study has its own importance for the overall development of the person and
to solve the problem which arises in the educational field so research is very
important.
Importance of the study is stated as under:-
The present study will help to know the interest of students their studies and w
ill prove beneficial to raise the level of their interest of the (Gujarat- Secon
dary Education-Board & Central Board of Secondary Education) English medium seco
ndary school students. On the basis of the present study we will come to know
about the mental ability of the English medium secondary school students of Ahm
edabad for the study will help to enhance the ability level of the students.
The present study will help to know the attitude of the students their studies a
nd will help to have a proper attitude towards them.
1.6 Delimitations of the study
According to John W. Best, (1953)
“This Recognition helps to focus attention on valid objective and helps to minimi
ze the degree of overgeneralization”
The delimitation of the study is as follows:-
(1) The study is delimited to only English medium 10 Std students of C.B.S.E
& G.S.E.B School of Ahmedabad city.
1.7 Definition of Key words

Achievement is that state of mind in which one realizes its goal or targets to
its satisfaction level. Motivation is that aspect of mind which stimulates ones
to set and achieve the target. Thus Achievement Motivation is that mental stimu
li which enforces on individual to realize its goal to its level of satisfaction
.
1.8 Variables of the study
The variables of present study are given in following table: Ta
ble No-1
No Name of Variables
Nature of Variable
1. Gender Independent variable
2. Parents working status Independent variable
3. Board C.B.S.E & G.S.E.B Independent variable
4. Achievement motivation Dependent variable
5. Only English Medium, 10 Std school students Control variable
1.9 Arrangement of the following chapters:-
Before every research work, it is essential to write the detail of every chapter
in brief. The present study is divided in to five chapters. The arrangement of
the following chapter is as under
Chapter-2 is “Review of Related Literature” in which the importance of review of rel
ated literature, Summary of the previous studies, analysis of the findings and s
pecialty of the present study are discussed,
Chapter -3 is “ Research Design ” in this chapter, the origin of the problem, popula
tion and sample, method of the study, tools for data Collection process of data
collection, methods of data analysis and experiences durian the data collection
are discussed.
Chapter-4 is “Analysis and Interpretation of the data” in which mean, standard devia
tion, SED & t-test are calculated with the obtained score.
Chaptre-5 is “Research summary Finding and suggestions” in the chapter the summary o
f the study, findings, educational implication and suggestions as well as deprec
ation for future studies are giving.
1.10 Conclusion:-
In the present chapter, the introductory part of the study was discussed. In whi
ch statements of the problem, objectives of the study, hypothesis, importance of
the study, limitations of the study, explanations of the terms, variables of th
e study and arrangement of the following chapter we “Review of Literature” In which
importance of the review of related literature, summary of the previous studies,
analysis of the finding and specialty of the Present study are discussed.
REFERENCES
(1) Sales, Edward,(2002) Total. Quality Management in Education London koga
n page
(2) Johannsen, Hano & Terry, G, (1986) international Dictionary of
Management. London
(3) http:// www.wekipedia.com/
(4) http:// www.educationindia.com/
CHAPTER-2
Review of Related Literature
2.1 Introduction
2.2 Importance of Review of related literature
2.3 Related Studies
2.5 Significance of the Present Study
2.6 Conclusion
CHAPTER-2
Review of Related Literature
2.1 Introduction
Education research aims to make contribution towards the solution of the problem
in the field of education by the use of scientific Philosophical method; the me
thod of critical reflective thinking W.M.Traverse has defined the term “Educationa
l research” educational research is that activity which is directed towards the de
velopment of science of behavior in educational situation
By the review of literature the study becomes for the researcher in order to hav
e complete and thorough understanding of the works citied in India and also it i
s possible to reform in this field as well as to stop the repetition of the stud
y. The review of literature also gives the information about the method and the
suggestions of the researchers. The researcher study the researcher done in the
field of research for make this study more exact clean and power full and to get
the success of the study.
For the review of literature the researcher prepare the list of past syllabus st
udy and then criticize about 10 researches. In short by seeing the past studies
one can get the way for his own study some of the important works are reviewed h
ere.
2.2 Importance of Review of Related literature

Educational research is considered as the foundation of education. It is essenti
al to study the related literature it useful in problem and understanding develo
ping the idea of research design.
According to Walter R.Borg and M.D.Gall (1983)
“The related literature in any field forms the foundations upon which all the futu
re work will be built”
Review of related Literature helps to solve the problem of the research with the
help of previous literature .It helps to know how to interpret data, analysis a
nd data collection.
The importance is as follows
1. Researcher studies the same research in a different ways and gives the import
ance& on those studies, the researcher managed it very carefully.
2. With the help of review of literature we know the aim of the research and the
ir results and for that we classify the information.
3. We come to know the deep knowledge of the sample. And get clear Picture of
the sample.
4. These literature will help to give proper guidance & avoid confusion
5. We come to know the problem arises in the previous research so we are aware o
f these problems and while doing research will avoid such things.
6. These researches are helpful for future research.
2.3 Related Studies

2.3.1 Researcher- Bharti
Year- 1984
Title- A study of Achievement Motivation and self– Consciousness of early ado
lescence
Objectives- 1. To study the Achievement Motivation with caste.
2. To study the Achievement Motivation is coming from Economic status.
Sample- The sample has been taken from higher secondary and junior college Hyder
abad, considerations the age, caste, and socio- economic status includes 180 boy
s, &180 girls in which 60 boys& 60girls were from law socio-economic background.
Tool- Rao-Socio economic scale (1973) Mehta-Achievement Motivation test (1969)
self Thought .Inventory, Ideal self thought consideration these to pts.
Research Method- It is survey type of research.
Finding- 1.There is no effect seen on Achievement Motivation with
caste.
2. The Achievement Motivation has seen whose is coming from economic status.
2.3.2 Researcher- Raghav
Year- 1985
Title- To see the effect of socio-economic level & educational backgrou
nd of Achievement Motivation of 9th grade students.
Objectives – 1.To study sex role is Achievement Motivation,
Adjustment and perception of the person.
2. To study the Achievement Motivation of higher intelligence Students is high
compare to lower intelligent Students.
3. To study Achievement Motivation Development course
Sample- For the Co-operation of 9th grade students we conduct the Test. There ar
e two groups (1) Experimenter group of 100 students and (2) Control group of 100
students.
Tools- Mehta, TAT test, Achievement Motivation test scale of Early Adolescences
, Scale of class room trust, Dependency scale &Mehta Perception test were used.
Finding - (1) There is no effect of sex role is seen in Achievement Motiva
tion, adjustment and perception of the person.
(2) The Achievement Motivation of higher intelligence Students is high compare t
o lower intelligent Students .In short we seen Achievement Motivation in higher
intelligence students.
(3)Achievement Motivation Development course with the help of this course we dev
elop Achievement Motivation of the students.
2.3.3 Researcher –Ahluvallia
Year- 1985
Title - A study the effect of Achievement Motivation on different point.
Objectives- 1. To study the Achievement Motivation on ca
ste
2. To study the Achievement Motivation of birth order of the children.
3. To study Achievement Motivation with economic background of family, upbringin
g of rural & urban area, size of family.
4. To study Achievement Motivations come from external Sources.
Sample- In 8 to 12th grade, 200 students & 480 students of government, private
, & central school had given Progressive Metasis test by Ravan those were chosen
had score 25 and 75.
Tool- To study the Achievement Motivation we use Achievement Motivation test
and this test again re-test and split help test is given &the reliabilities is 0
.82 &0.81
Finding- 1. There is no effect of Achievement Motivation on caste.
2. There is no effect of Achievement Motivation of birth order of the c
hildren.
3. There is no effect seen Achievement Motivation with economic background of fa
mily, upbringing of rural &urban area, size of family.
4.The negative effect seen on students whose Achievement Motivations come from e
xternal sources.
2.3.4 Researcher- Mansuri
Year- 1986
Title- A study the 5, 6,7th grade student’s mental, social statuses on Achievement
Motivation.
Objectives- 1. To study the Achievement Motivation of the students.
2. To study grades shown in Achievement Motivation of the s
tudent’s higher grade show high Achievement Motivation.
3. To study of anxiety Shaw the level the level of Achievemen
t Motivation of students.
4. To study Achievement Motivation is high of those students whose ge
neral aptitude is good.
Sample- 5, 6,7th grade 1100 students form sabarkantna area
Tools- To measure socio-economic class- B.V Patel and I.A. Vora Test. J.Scale o
f Achievement Motivation, Measurements’ of Anxility K.R.Nijawan and Ability scale
J.Z.Patel scale.
Research Method - It is survey type of research.
Finding - 1. The success shows the Achievement Motivation of the students.
2. The effect of different grades shown in Achievement Motivation of the student
s higher grade show high Achievement Motivation.
3. The level of anxiety Shaw the level of Achievement Motivation of students.
4. The Achievement Motivation is high of those students whose general aptitude i
s good.
2.3.5 Researcher –Aruna Agarwal
Year- 1988
Title- A study of the relationship between motivation and Personality needs
of adult learners .
Objectives 1. To examine the role of different motivational techniques amon
g adult learners,
2. To study the Personality Profiles’ of those who are at the extreme end
s of the motivational continues
3. To study the needs of adults learners across different demographic ca
tegories.
Sample- Ages 17, 18, 20 adult students 176 male & 224 female.
Tool- Mehta, TAT test, Achievement motivation test scale of Early Adolescence
s, Scale of class room trust, Dependency scale &Mehta Perception test were used.
Research Method –It is survey type of research.
Finding- 1.When males and females were compared for their motivations it was fun
d that out of seven areas of Motivation males, were found to be highly motivated
in economic, gains, while females were highly motivated for increasing their ab
ility.
2. The lowest score for males was for curiosity and for female it was ec
onomic gains.
2.3.6 Researcher- Shanti Pramod
Year- 1996
Title- A study the Achievement Motivation, level of anxiety educational achiev
ement, potentiality and memory span in future on 11th grade students of 30 years
& girls.
Objectives 1. To study Achievement Motivation in girls & boys and level of
anxiety in educational achievement of boys.
Sample- From Tamil Nadu, 300 students were taken from 11th grade of boys & g
irls.
Tools- Pragya Mehta-Achievement Motivation Inventory (1969)
Finding- It shows high Achievement Motivation in girls compare to boys an
d seen level of anxiety in educational achievement of boys.
2.3.7 Researcher- Suman L.N and Aanchal Umapathi
Year- 1997
Title - A study the relation between father mother and children with Achievement
Motivation in adolescence.
Objective 1.To study the Achievement Motivation of boys & girls.
2. To study the study of high Achievement Motivation&Those pare
nt child relation is not unhealthy low Achievement Motivation.
Sample- In 9th grade 219 students with 11.9 age sample were choos
en.
Tools- Rao 1978 Questionnaires of relation between mother father and th
eir child Mukherjee 1965 sentence completion test to study achievement motivatio
n.
Finding - 1.There is no significance difference between Achievement Motiva
tion of boys & girls.
2. Those parent child relation is healthy will show high Achievement Motivation&
those parent child relation is not unhealthy will law Achievement Motivation.
2.3.8 Researcher-M.Selvam and S.Soundravoli
Year- 2000
Title - A study the problem of secondary students and their Achievement.
Objectives-1.To study higher secondary boys & girls with educational achiev
ement economical educational vocational problem.
2. To study educational achievement of boys & girls in higher secondary
school and religious problem.
Sample- The 300 Students were taken form 6 village and 4 urban area scho
ol.
Tools- Badami- Inventory on student’s problems
Finding - 1.There is a relation between higher secondary boys &girls with
educational achievement economical educational vocational problem.
2. There is no relation between educational achievement of boys &girls in higher
secondary school and religious problem.
2.3.9 Researcher- Prajapati Pankti
Year-2005
Title- A study Achievement Motivation of 11th grade in relation
with gender role, different streams, educational achievement, and mother educati
on.
Objectives- 1. To study the Achievement Motivation of boys and girls.
2. To study the Achievement Motivation of dif
ferent Stream
students.
3. To study the Achievement Motivation and the mot
her education of the students.
4. To study the Achievement Motivation and the educatio
nal achievement of the students.
Sample- 110 students from 11th grade in those 64 girls and 46 boys.
Tools- Jansari (2006), Gujarati translation of Achievement Motivation I
nventory.
Finding-1.There is a significant difference between Achievement Motivation
of boys and girls.
2. There is a significant difference between Achievement Motivation of d
ifferent stream students.
3. There is a significant difference between Achievement Motivation and
the educational achievement of the students.
4. There is no significant difference between Achievement Motivation and
the mother education of the students.
2.3.10Researcher-Vidhyadhar
Year- 2008
Title- A study Achievement Motivation on mental energy level.
Objectives- 1. To study the Achievement Motivation of non tribal and
Tribal’s boys and girls.
2. To study Achievement Motivation of tribal’s girls and
Non tribal’s girls.
3. To study Achievement Motivation of tribal’s boys and
Non tribal’s boys.
Sample- Kalahandi Belangir and Kohrapur Orissa-3 district- secondary school of 6
00 students so ST & Non ST was selected.
Tools- P.N. Malohtra-Intelligent Test and Dev Mohan Achievement Motivation Test
.
Finding - 1. The Achievements Motivation of non tribal’s boys is more than A
chievement Motivation of tribal’s boys.
2. The Achievement Motivation of Non Tribal’s girls is more than Achievement Motiv
ation of Tribal’s girls.
3. The achievement motivation of Tribal’s boys more than Achievement Motivation of
Non Tribal’s girls
4. The Achievement Motivation of Tribal’s girls are more than Achievement Motivati
on of Non Tribal’s boys.
By reviewing the past related literature it becomes clearly visible that all res
earch were done on Achievement Motivation.
Raghav(1985) seen Achievement Motivation of higher intelligence students is high
compare to lower intelligent students. In short we seen Achievement Motivation
in higher intelligence students.
Ahluvallia (1985) Seen Achievement Motivation with economic background of family
upbringing of rural& urban aria, size of family there is no Achievement Motivat
ion level of student.
Mansuri (1986) seen the middle socio-economic class of the students Shows law ac
hievement motivation as compare to higher socio- economic class students.
Shanti Pramod (1996) seen It shows high achievement Motivation in girls compare
to boys and seen level of anxiety in educational Achievement of boys.
Suman L.N and Aanchal Umapathi (1997) seen those parent child relation is healt
hy will show high Achievement Motivation& those parent child relation is not unh
ealthy will law Achievement Motivation level.
Prajapati Panket (2005) seen IT shows Achievement Motivation boys and girls and
to different stream student level of Achievement Motivation.
Vidhyadhar (2008) Seen It shows the Achievement Motivation of tribal’s boys more
than Achievement Motivation of non tribal’s girls is level of Achievement Motivati
on.
These Researches were done on Ph.D and at MEd. level.
In all these reviewed literature as a Research method survey method was used,
2.5 Signification of the present study
By reviewing the past related literature it becomes clearly visible that the pre
sent study contains many specialties than the previous studies i.e.as mentioned
below.
Achievement Motivation of secondary school students, Achievement Motivation of C
.B.S.E & G.S.E.B Secondary School students, gander and respect of parents workin
g states of secondary school students.
2.6 Conclusion:-
The present chapter is “The Review of Related Literature” .In which the importance o
f the review of related literature, summary of the previous studies, analysis of
the findings and specialty of the present study was discussed.
The next chapter is about the design of research. In which the origin of the pro
blem, population, sample, research method, tool for the data collection, process
of the collection, techniques of data analysis and experiences during the data
collected are discussed.
REFERENCES
1. Rao and Mehta (1979). In Buch, M.B. (1983-88) fourth survey of Researc
h in education. Vol.I New Delhi, NCERT.
2. Bharati, G (1984). A study of self- concept and Achievement Motivation.
Of early Adolescents Osm. U. Research in Psychology of education – Abstracts page-
340
3. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivation
. Agra University. Research in Psychology of education – Abstracts page-333
4. Raghava.G (1985). A study of Achievement Motivation Development in the
pupils of Nineth standard with various Socio-Economic levels and studying the ef
fects. Mys. U Research in Psychology of education- Abstracts Page-420
5. Mansuri A.R. (1986). A study of Achievement Motivation of students of stds. V
, VI and VII in relation to some Psycho-Socio factors. SPU. Research in Psycholo
gy of education-Abstracts page-398
6. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Research M
ethodology, 5th Edition. University of Library board. Ahmedabad, Gujarat
7. Shah, Gunvanth (1993). Educational 3rd Year. University of Library board Ahm
edabad, Gujarat
8.Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency, achieve
ment, motivation anxiety and academic Performance among eleventh standard boys
and girls. Indian Journal of Psychology, 1996, Vol.33 No.1 Page 34-38.
9.Prajapati, Pankti (2005). A study of Achievement Motivation of 11th grade in r
elation with gender role, different streams, educational achievement, and mothe
r education. Research paper unpublished.
10. Jansari, Ashwin (2006). Gujarati Adaptation of Achievement Motivation Inve
ntory (AMI), Gujarati Journal of Psychology. Vol. 17 page-6-8
CHAPTER-3
Research Design
3.1 Introduction
3.2 Origin of the Problem
3.3 Population
3.4 Sample
3.7 The Process of Data collection
3.10 Conclusion
CHAPTER-3
Research Design
3.1 Introduction
The previous chapter was “Review of Related Literature” In which importance of revie
w of related literature, summary of the previous studies and analysis of the fin
dings as well as the specialty of the present study were discussed.
A research design is a plan of action. Research without proper design is like a
ship without captain. A research design is the plan, structure and strategy of i
nvestigation conceived so to obtain answers to research question. Well planned d
esign is the basic need for each research.
The present chapter is “ Research Design” In which origin of the problem, populatio
n, sample, method of the study, tool for data collection, the process of data c
ollection, method of data analysis and experience during the data collection are
discussed.
3.2 Origin of the Problem
During my past experience and varies Teaching training Project that there is a d
eference between various factors in respect to Achievement motivation level amon
g Male &female gender subsequently state board, and central board, also with th
e working states of students parents.
As to find out deference between the Male Achievement Motivation level may defer
s from the Female gender motivation level .I conducted the test in total on 30
0 students. Which include randomly both the gender.
On comparing the Achievement Motivation level in two boards such as C.B.S.E & G.
S.E.B.I have selected randomly 150 students from each board.
The external factor which are in directly affecting the Achievement Motivation l
evel of students is their parents working states ,In which the two factor are su
ch, whose only one member from their parents are working might be defer from th
e Achievement Motivation level of the students where both the parents working.
3.3 Population
All students of C.B.S.E and G.S.E.B English medium secondary school (STD 10t
h) of Ahmedabad city are population for the study.
3.4 Sample
Stratified Random sampling was used to identify the sample for the study. Two
lists of schools were prepared i.e. one of G.S.E.B schools and other of C.B.S.E
schools.
According to by Garret (1973)
“Various techniques have been devised for obtaining a sample which will be
representative of its population”
Three schools from each board list was selected randomly i.e. 3 schools of C.
B.S.E & 3 schools G.S.E.B. Table No.3.1
S. No Name of C.B.S.E. School No of Students
1. Rachana School
50
2. Lotus School
50
3. Kendriya Vidyalaya (Sabarmati)
50
S. No Name of G.S.E.B. School
1. Sabarmati High School (Sabarmati) 50
2. N.R. High School (Low Garden) 50
3. Amrit Jyoti School 50
Total 300
50 students from each school were selected. And three schools were selected from
each board (C.B.S.E. & G.S.E.B.). In this way 300 students are taken.
It is essential to use appropriate method to find out the correct solution of th
e problem. Various types of methods are employed for the educational research.
According to K.G. Desai
“Survey means to derive information about various things from the selection of the
study and find main trends from it and to describe to interpret it”
In the present study, the survey method was used for the purpose of acquiri
ng response from English Medium secondary school students of Ahmedabad city to e
valuate their Achievement motivation of the students.
DEO-MOHAN Achievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha
Mohan was administrated to study the level of achievement motivation of school
students.
3.7 The Process Data collection
Investigator will collected Data personally from the school included in sample
To analysis the collected data, various statistics techniques were used in the p
resent study. The classification of data was done according to the variables, ge
nder, parents working status, board (C.B.S.E & G.S.E.B).
To decide the level of different Achievement Motivation of secondary students, m
ean, SD, SED, t-Test, were calculated. On were done with the help of computer.
For the present study, good co-operation was gained from the teachers, principal
s and other managing authorities of the school during data collection. The teach
ers gave satisfactory responses by giving the time from their busy and fixed sch
edule.
However I had tried my level best to collect the data in time from all the te
achers of secondary schools. Moreover there established a new relationship with
teachers and principals of the schools due to present study.
3.10 Conclusion
In the present chapter, the design of the research was discussed .In which origi
n of the problem, details regarding sample, population, method ,of research, too
ls for the data collection, procedure of data collection, statistical techniques
used for analyzing the data and experiences during the data collection were giv
en under different captions.
The Next chapter is about the classification, analysis and interpretation of the
data. This, the calculation of the obtained score, testing hypothesis and its
interpretation is carried out.
REFERENCES
(1) Best, J.W and khan, J.V (2002) Research in Education, New Delhi,
Prentics Hall of India Pvt. Limited.
(2) Koul, L (1984) Methodology of Education, research. New Delhi, Morden Prent
ics
(3) Agarwal, J.C (1966) “Education Research Introduction” New Delhi Acharya Book De
pot
CHAPTER 4
4.1 Introduction
4.2. Analysis of Data
4.2.0 Criteria for the level of Achievement Motivation
4.2.1 Achievement Motivation of Secondary School Students
4.2.2 Achievement Motivation of C.B.S.E Secondary School Students
4.2.3 Achievement Motivation of G.S.E.B Secondary School Students
4.2.4 Achievement Motivation level of Secondary School Students as
per Gender-Male
4.2.5 Achievement Motivation level of Secondary School Students as per
Gender-Female
their parents working status –SINGLE
their parents working status –BOTH
4.3 Interpretation
4.4 Conclusion
CHAPTER 4
4.1 Introduction
In chapter 3 of the present study, the decision of study was presented was cover
ing which origin of the problem. Selection of the sample, population, method of
research, tool for data collection, procedure of data collection, techniques of
data analysis and experiences during the data collection were included.
The research work is not completed with the collection of data using various too
ls of the research but the research becomes worthwhile only with proper classifi
cation and analysis of the data.
In the present chapter, the null hypothesis related to the objections of the stu
dy is examined with classification, analysis and interpretation of the data.
4.2. Analysis of Data
4.2.0 Criteria for the level of Achievement motivation
Two stencil keys are to be used for scoring, one for positive items and one for
negative items .A positive item carries the weights of 4, 3, 2, 1 and 0 and nega
tive item is to be scored 0, 1, 2, 3, and 4 for the some categories respectively
that are given above. Separate keys for positive and negative items are provide
d. The total score is the summation of all the positive and negative items score
s. To classify Achievement Motivation area wise and as a whole in three level Lo
w. Average, High were calculated with aria wise and entire frequency distributio
n, According to these percentage, the level of Achievement motivation were worke
d out the following criteria is presented in table no 4.2.0
No Criteria of Achievement Motivation Levels

1. Score 91 to 123 Low
2. 124 to 168 Average
3. Score more than 184 High
Criteria and levels of Achievement Motivation table No-4.2.0
4.2.1 Achievement Motivation of Secondary School Students

The frequency distribution was prepared with the ranking of responses of the Sec
ondary students on the statements as per the scoring scheme. Described in paragr
aph 4.2.0 and by classifying the score obtained from it with frequency distribut
ion, mean, standard deviation, is calculated .This data is presented in Table-4.
2.1 (A)
The Frequency Distribution of score of Achievement Motivation of Secondary Schoo
l Students Table-4.2.1 (A)
Class Frequency
91-123 48
124-168 220
169-184 32
Total(N) 300
Average Mean( x̄ ) 147.86
SD 18.8
It is revealed from the table-4.2.1 (A) that the value of calculated average is
147.86 of the total marks of this area .The mean according to Achievement Motiva
tion of Secondary school students is very high. In above table we can see that
the highest number of students is 220 which are in class 124-168.
The characters of the sample were classified as per above According to this clas
sification the number of character obtain from each level and their percentage i
s shows in table 4.2.1(B)
Level of Achievement Motivation of Secondary School Students
Table 4.2.1(B)
Level No of students Percentage
Low 48 16
Average 220 73.4
High 32 10.6
The Graphical Presentation of the table 4.2.1 (B) is made in graph 4.2.1
Graph- 4.2.1(B)
4.2.2 Achievement Motivation of C.B.S.E Secondary School Students
ondary students on the statements as per the scoring scheme. Described in parag
raph 4.2.0 and by classifying the score obtained from it with frequency distrib
ution ,average, mean, standard deviation are calculated This data is presented
in Table-4.2.2 (A)
The Frequency Distribution of score of Achievement Motivation of C.B.S.E Seconda
ry School Students Table-4.2.2 (A)
Class Frequency
91-123 21
124-168 109
169-184 20
Total(N) 150
SD 18.01
tion of Secondary school students is very high. In above table we can see that
the highest number of students is 109 which are in class 124-168.
Achievement Motivation Level of C.B.S.E Secondary School Students

Table -4.2.2(B)
Low 21 14
Average 109 72.7
High 20 13.3
Graph- 4.2.2 (B)
4.2.3 Achievement Motivation of G.S.E.B Secondary School Students

ion, average, mean, standard deviation, are calculated .This data is presented i
n Table-4.2.3 (A)
The Frequency Distribution of score of Achievement Motivation of G.S.E.B Seconda
ry School Students Table-4.2.3 (A)
Class Frequency
91-123 27
124-168 111
169-175 12
Total(N) 150
SD 18.41
tion of Secondary school students is very high In above table we can see that
the highest number of students are 111 which is in class 124-168.
The characters of the sample were classified as per above According to this cla
ssification the number of character obtain from each level and their percentage
is shows in table 4.2.3 (B)
Achievement Motivation level of G. S.E. B Secondary School Students

Table-4.2.3 (B)
Low 27 18
Average 111 74
High 12 8
Graph- 4.2.3 (B)
4.2.4 Achievement Motivation level of Secondary School Students as per Gen

der-Male
ion, average, mean, standard deviation are calculated This data is presented in
Table-4.2.4 (A)
The Frequency Distribution of score of Achievement Motivation of Secondary Sch
ool Students as per Gender-Male Table-4.2.4 (A)
Class Frequency
91-123 40
124-168 98
169-178 12
Total(N) 150
SD 18.8
s shows in table 4.2.4 (B)
Achievement Motivation level of Secondary School Students as per Gende

r-Male Table-4.2.4 (B)
Low 40 26.6
Average 98 65.4
High 12 8
The Graphical Presentation of the table 4.2.4 (B ) is made in grap
h 4.2.4
Graph-4.2.4 (B)
4.2.5 Achievement Motivation level of Secondary School Students as per Gende

r-Female
ion, average, mean, standard deviation is calculated. This data is presented in
Table-4.2.5 (A)
The Frequency Distribution of score of Achievement Motivation of Secondary Sch
ool Students as per Gender-Female Table-4.2.5 (A)
Class Frequency
94-122 8
123-168 122
169-184 20
Total(N) 150
SD 18.41
Achievement Motivation level of Secondary School Students as per Gende
r-Female Table- 4.2.5 (B)
Low 8 5.3
Average 122 81.3
High 20 13.4
The Graphical Presentation of the table 4.2.5 ( B ) is made in graph4.2.5
Graph- 4.2.5
4.2.6 Achievement Motivation level of Secondary School Students as per their

parents working status -SINGLE
ion, average, mean, standard deviation is calculated .This data is presented in
Table-4.2.6 (A)
The Frequency Distribution of score of Achievement Motivation level of Secondary
School Students as per their parents working status SINGLE Table-4.2.6 (A)
Class Frequency
91-123 41
124-168 182
169-184 22
Total(N) 245
SD 18.88
147.13 of the total marks of this area .The mean according to Achievement Motiv
ation of Secondary school students is very high In above table we can see tha
t the highest number of students are 182 which is in class 124-168.
s shows in table 4.2.6( B)
Achievement Motivation level of Secondary School Students as per their parents w

orking status –SINGLE Table 4.2.6 ( B)
Low 41 16.7
Average 182 74.4
High 22 8.9
The Graphical Presentation of the table 4.2.6 ( B ) is made in graph4.2.6
Graph- 4.2.6 (B)
4.2.7 Achievement Motivation level of Secondary School Students as per their p

arents working status -BOTH
ion, average, mean, standard deviation is calculated .This data is presented in
Table-4.2.7 (A)
The Frequency Distribution of score of Achievement Motivation level of Secondary
School Students as per their parents working status –BOTH
Table-4.2.7 (A)
Class Frequency
112-123 6
124-168 39
169-181 10
Total(N) 55
SD 18.48
148.05 of the total marks of this area .The mean according to Achievement Motiv
ation of Secondary school students is very high In above table we can see tha
t the highest number of students are 39 which is in class 112-168.
s shows in table 4.2.7 (B)
Achievement Motivation level of Secondary School Students as per t
heir parents working status -BOTH Table 4.2.7(B)
Low 6 11
Average 39 70.9
High 10 18.8
The Graphical Presentation of the table 4.2.7(B) is made in
graph4.2.7
Graph-4.2.7 (B)
4.3 Interpretation
Once the research data have been collected and the analysis has been made, the r
esearcher can process to the stage of interpreting the results. The process of i
nterpretation is essentially one of stating what the results show. It calls for
a careful, logical of the results obtained after analysis, keeping in view the l
imitations, of the selected sample, the tools selected and used in the study.
Objective: To compare mean scores of Achievement Motivation of C.B.S.E
and G.S.E.B Secondary School Students
Ho1: There is no significant difference between the mean scores of C.B.S.E an
d G.S.E.B Secondary School Students
Comparison of Mean Scores of Achievement Motivation of C.B.S.E and G.S.E.B Secon
dary School Students
The Second objective was “to compare mean scores of Achievement Motivation of C.B
.S.E and G.S.E.B Secondary School Students” There were two board C.B.S.E & G.S.E
.B The data was analyzed with the help of t-test and the results are given belo
w in Table – 4.1
Board wise N, M, S.D, & t-Values of Achievement Motivation
Board N Mean(M) S.D. SED t- Value Remarks
C.B.S.E 150
149.77 18.01 2.17 1.5 t<0.05
*
G.S.E.B 150
146.47 19.62
* Significant at 0.05 level

From table 4.1, it is found that the t -value 1.5.which is lesser than 1.96. It
shows that the mean score of Achievement Motivation of C.B.S.E and G.S.E.B Sec
ondary School Students does not differ significantly. Thus, the hypothesis “There
is no significant difference between the mean scores of C.B.S.E and G.S.E.B Stud
ents” is not rejected. So we can say there is no effect of C.B.S.E and G.S.E.B boa
rd of Achievement Motivation of secondary school students.
Objective: To compare the Achievement Motivation of male &fem
ale students of secondary schools
Ho2: There is no significant difference between mean score of Achievement
Motivations of Male and female of secondary school students.
Comparison of Mean Scores of Achievement Motivation of Male and
Female Secondary School Students
The third objective was “to compare mean scores of Achievement Motivation of Mal
e and Female Secondary School Students” There were two level Male & Female The d
ata was analyzed with the help of t-test and the results are given below in
Table – 4.2
Gender wise N, M, S.D & t-Values of Achievement Motivation
Board N Mean(M) S.D SED t- Value Remarks
Male 150 147.86 18.80
2.18
0.11
t<0.05
*
Female 150 148.11 18.88

From table 4.2, it is found that the t -value 0.11. Which is lesser than 1.96. I
t shows that the mean score of Achievement Motivation of Male and Female Seconda
ry School Students does not differ significantly. Thus, the hypothesis “There is n
o significant difference between the mean scores of Male and Female Students” is n
ot rejected so we can say there is no effect of Male and Female of Achievement M
otivation of secondary school students.
Objective: To compare the Achievement Motivation of students with respect
to their parents working status
Ho3: There is no significant difference between Achievement Motivations of
students with respect to parents working status.
Comparison of Mean Scores of Achievement Motivation of students with respect t
o parents working status.
The four objectives were “to compare mean scores of Achievement Motivation of stud
ents with respect to parents working status.” There were two level SINGLE & BOTH T
he data was analyzed with the help of t-test and the results are given below in
Table – 4.3
Parents working status wise N, M, S.D & t-Values of Achievement Motivation
Parents working status N MEAN(M) S.D SED t- Value Remarks
SINGLE 245 148.05 18.88
2.80
0.12
t<0.05
*
BOTH
55
148.37
18.78

From table 4.3, it is found that the t -value 0.12. Which is lesser than 1.96. I
t shows that the mean score of Achievement Motivation of parents working status
SINGLE and BOTH does not differ significantly. Thus, the hypothesis “There is no s
ignificant difference between the mean scores of SINGLE and BOTH parents Student
s” is not rejected. So we can say there is no effect of single and both parent wor
king status of Achievement Motivation.
4.4 Conclusion.
This chapter was the discussion of analysis and the interpretation of the data o
f the study. The next chapter is the discussion about the findings, suggestion a
nd the new area for research related with the study.
REFERENCES
(1) Aagarwal , Y. P.(1990) Statistical methods concept, Applications and
computation New Delhi, Sterling Publisher Pvt. Ltd.
(2) Mangal, S.K (2005) “Statistics, 2nd Edition New Delhi Prentice Hall of India P
vt. Ltd.
(3) http:// www.educationindia.com
CHAPTER – 5
FINDINGS, SUGGESTIONS AND CONCLUSION
5.1 Introduction
5.2 Research Summary
5.3 Finding of the study
5.4 Discussion of Finding
5.5 Educational Implication
5.6 Suggestion.
5.6.2. Direction for future Research
5.7 Conclusion
CHAPTER – 5
FINDINGS, SUGGESTIONS AND CONCLUSION
5.1 Introduction
The researches carried out in the field of education contribute one or the other
things in this field which can be useful to the society, moreover, the research
help all those individually who are involved with education.
The essence of investigation’s hard work can be seen in this chapter of the work .
The inferences open the future directions of the research and inspire to mak
e attempts to solve problem of the study.
The investigator has presented in this chapter the research summary, inference
s, implication and suggestion on the basis of quantitative information of the pr
evious chapter and also attempted to focus on future research.
5.2 Research Summary
The investigator, at first selected a problem suitable to the research. The prob
lem statement of this problem was as under:-
The objectives of the study were as under:-
1. To study the Achievement Motivation of secondary school students.
2. To compare the Achievement Motivation of C.B.S.E & G.S.E.B secondary school
students.
3. To compare the Achievement Motivation of Male & Female secondary school stude
nts.
4. To compare the Achievement Motivation of students with respect to these paren
ts working status.
The understated hypotheses were formed on the basis of these objectives.
ons of G.S.E.B & C.B.S.E secondary school students.
ons of Male with female of secondary school students.
ons of students with respect to parents working status.
Sample
Stratified Random sampling would be used to identify the sample for the study.
Two lists of schools would be prepared i.e. one of G.S.E.B schools and C.B.S.E s
chools. Table No-5.1
S. No Name of C.B.S.E School No of Students
1. Rachana School (Shahibaug)
50
2. Lotus School (Satellite)
50
3. Kendriya Vidyalaya (Sabarmati)
50
S. No Name of G.S.E.B School No of Students
1. Sabarmati High School (Sabarmati) 50
2. N.R. High School (Low Garden) 50
3. Amrit Jyoti School(Ambawadi) 50
Total 300
Three schools from each board list were selected randomly i.e. 3 schools of C.
B.S.E & 3 schools G.S.E.B. 50 students from each school were selected. And three
schools were selected from each board (C.B.S.E. & G.S.E.B.). In this way 300 st
udents are taken.
Method of the study
Survey method was used to know the Achievement Motivation with help of test and
to find out effect of various variables on Achievement Motivation of the student
s. As for their Gender Independent variable, parents working status Independent
variable, Board C.B.S.E & G.S.E.B Independent variable, Achievement Motivation I
ndependent variable and only English Medium school students control variable.
Tools for collection
DEO-MOHAN Achievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr.
Asha Mohan was administrated to study the level of achievement motivation of sch
ool students
Data Collection Method
The subjects of the sample were gathered in a separate class-room and were given
instructions, according to the rules and regulations suggested. By the test des
igner.
5.3 Finding of the study
5.3.1 Achievement Motivation of secondary school students
It was found that the majority of the students fall in the category of Average a
nd high level of Achievement Motivation. Only 6th parts of total students were f
ound in low level of Achievement Motivation.
5.3.2 Board base of Achievement Motivation of secondary school students
Types of Board (C.B.S.E & G.S.E.B) does not affect the level of learners. It m
eans students of C.B.S.E & G.S.E.B, do not differ significance in level of motiv
ation.
5.3.3 Gender base of Achievement Motivation of students of secondary school.
Gender does not have any effect on the level .It means Male and Female students
do not differ significance in level of Achievement Motivation. We can say there
are no effect of single and both parent working status of Achievement Motivatio
n.
5.3.4 Parents working status and Achievement Motivation of students of
secondary school.
Parents working status does not affect the level of Achievement Motivation of ch
ildren, Meaning thereby, It makes no difference on the level of motivation of ch
ildren whether both or single of the parents are working.
5.4 Discussion of Finding
The discussion of finding of the present and previous studies is presented here
so that the similarities between the findings of the present studies and previou
s studies can be more understood.
In the present study, Achievement Motivation of secondary school students the fi
ndings similarly related to it seen in the previous studies of Shanti Pramod(199
6),Suman L.N. and Aanchal Umapath(1997) Prajapati Pankti (2005),In which seen th
e same no effect of gender role of Achievement Motivation of the student.
In the present study, highest Numbers of the students good Achievement Motivatio
n of parents Profession .The similar types of finding can be seen in previous s
tudy of M. Selvam and S. Soundravoli (2000), In which relation between parents
working status single and both in this types of study was seen no effect of Achi
evement Motivation of the students.
In the present study, there was observed no significant effect of C.B.S.E and G.
S.E.B Board Achievement Motivation of the students. In this study was not Resear
ch for the Particular field so there is no significant difference C.B.S.E & G.S.
E.B Achievement Motivation of secondary students.
5.5 Educational Implications
The educational implications of this study are as under
1. The open thinking will be useful in Achievement Motivation of students
2. The Achievement Motivation ability test will also be useful enrolling student
s in the schools.
3. This study will be helpful to the students in the development of reasoning an
d thinking power in various extra activities such as Geometry, Painting, writing
and expression etc.
4. Achievement Motivation of the students encourage to towards developments of t
heir personal life.
5. The Achievement Motivation will be help full to maintain decoration in govern
ment offices in punctuality and discipline.
5.6 Suggestions
In modern times, the students have always in confusion to select their career. W
hat they want to do, their field of interest, through which way they can achieve
high, all these questions are very important in their life. In every Achievemen
t there are certain requirements, and it is very difficult to say that what the
person’s achieve but up to some extent we can predict. This Achievement Motivation
study is very important for future and for next generation to help and to find
out the level of Achievement Motivation of the students. To increase the Achieve
ment Motivation of their student the parents put efforts since from their studen
ts.
1. The students should take interest in their class in which they study then act
ual achievement motivation can be calculated.
2 The study of Achievement Motivation changes according to environmental conditi
on.
3. Achievement Motivation & the intelligence both the things keep in mind and to
be studied.
4. In Achievement Motivation study, we study from different variables like size
of the family, economic condition, birth order, parent’s occupation etc.
5. With the help of Achievement Motivation we can study the personality of the h
uman being.
5.6.2 Direction for future Research

The field of education is vast new researches can be done with the adaptation on
e or other way. Following other research also can be undertaken with present stu
dy.
1. To study Achievement Motivation intelligence with their students who have rig
ht.
2. To find the relation of need for Achievement and adjustment on creativity
3. To study Achievement Motivation of Graduate and Non-Graduate mother has 08th
and 09th grade children
4. To study Achievement Motivation of the caste in relation with grade wise.
5. To study Achievement Motivation in relation with caste, class, father’s occupat
ion
5.7 Conclusion
In the present study a gentle and a humble attempt has been made to assess the A
chievement Motivation in Secondary School students with the finding of the prese
nt study. The investigator has taken all possible precautions. Inspire of that t
here are possibilities of some defects because of the limited experience of the
research which can be pardoned.
BIBLIOGRAPHY
1. Rao and Mehta (1979). In Buch, M.B. (1983-88) Fourth survey of Research
in education. Vol.I New Delhi, NCERT.
2. Gupta, PL (1983). A study of personality Characteristics of Ninth Grade
over and under achieving Boys and Girls at different levels of Achievement Motiv
ation. Punjabi U. Research in Psychology of education – Abstracts
3. Bharati, G (1984). A study of self- concept and Achievement Motivation.
Of early Adolescents Osm. U. Research in Psychology of education – Abstracts.page-
340
4. Gyanoni. T.C. (1984). Frustration Reaction as Functions of Achievement
Motivation and anxiety at different age levels. Unpublished PhD Thesis, Agra Uni
versity.
5. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivatio
n. Agra University. Research in Psychology of education – Abstracts. page-333
6. Raghava.G (1985). A study of Achievement Motivation Development in the
pupils of Nineth standard with various Socio-Economic levels and studying the ef
fects. Mys. U Research in Psychology of education- Abstracts Page-420
7. Mansuri A.R.(1986). A study of Achievement Motivation of students of std
s. V, VI and VII in relation to some Psycho-Socio factors. SPU. Research in Psyc
hology of education-Abstracts page-398
8. Mishra, O.P. and Srivastava, S.K. (1988). Manual of castello Achieveme
nt Motivation Scale. Haridwar, Ambika Pustak Sadan
9. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Resear
ch Methodology, 5th Edition. University of Library board. Ahmedabad, Gujarat.
10. Shah, Gunvanth (1993). Educational 3rd Year. University of Library boar
d Ahmedabad, Gujarat.
11. Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency,

achievement, motivation anxiety and academic Performance among eleventh standard
boys and girls. Indian Journal of Psychology, 1996, Vol.33 No.1 Page 34-38.
12. Prajapati, Pankti (2005). A study of Achievement Motivation of 11th gra
de in relation with gender role, different streams, educational achievement, and
mother education. Research paper unpublished.
13. Chauhan, Priti (2006). A study of Achievement Motivation in context o
f the class & gender role. Young researchers were participated. Research paper p
ublished in Ahmedabad.
14. Jansari, Ashwin (2006). Gujarati Adaptation of Achievement Motivation
Inventory (AMI), Gujarati Journal of Psychology .Vol. 17 page-6-8
15. Dave, Usha J. (2009). A study of Achievement Motivation of 9th grade in
relation with gender role, educational achievement, economical status, father o
ccupation. Research paper unpublished.
16. Desai, Daulatbhai, Dr. Ameeta Govind, Studies in Achievement Motivation
(towards psychological education) page no 127.
WEBLOGRAPHY
1. http:// www.information word.com/
2. http:// www.wekipedia.com/
3. http:// www.educationindia.com/
4. http:// www.motivation.com/
5. http:// www.indiaeducation.com/
APPENDIX- A
List of Research Co-operation
.
Mr.Tomba Singh Thokchom Lecture, R.H. Patel English Medium B.Ed College, Kadi
Sarva Vishwavidyalaya Gandhinagar
Mr. Rajesh Sharma Lecture, R.H. Patel English Medium B.Ed College, Kadi
Mr. Bharat Patel Lecture, R.H. Patel English Medium B.Ed College, Kadi
Dr. B.M.Shah Assistant Professor

Department of Education Kadi Sarva Vishwavidyalaya Gandhinagar
Dr. H.A.Patel Assistant Professor

Department of Education Kadi Sarva Vishwavidyalaya Gandhinagar
APPENDIX- B
Name of the Schools and Board
G.S.E.B
(1) Sabarmati High School (Sabarmati)
(2) N.R. High School (Low Garden)
(3) Amrit Jyoti School (Ambabadi)
C.B.S.E
(1) Rachana School (Shahibaug)
(2) Lotus School (Satellite)
(3) Kendriya Vidyalaya (Sabarmati)
Reusable Booklet
Of
D M A M S
(n -Ach)
(English Version)
By:
Prof. Pratibha Deo (Pune)
And
Dr. Asha Mohan (Chandigarh )
Estd.1971 Phone (0562) 364926
NATIONAL PSYCHOLOGICAL CORPORATION

4/230, KSCHERI GHAT, AGARA-282004(INDIA)
DIRECTIONS
1. We are interested in measuring your attitude towards achievement motivation
academic and other types of types of activities. So we are giving you this scal
e.
2. A separate response sheets is provided to you for making you for making your
responses.
3. Do not put any mark on this booklet.
4. This scale consists of number of items which are in the form of statements.
5. For every statement, the possible responses are divided into five categories
which are: Always, Frequently, Sometimes, Rarely and Never. Read each statement
of an item very carefully and put a cross under the category which, in your opin
ion, best expresses your feelings about the statement. If you feel, the statemen
ts is true for you always, put a cross (x) under the column marked Always, if fr
equently, put a cross (x) under frequently, If sometimes, put a cross under some
times and if rarely, put a cross under rarely and if never, put a cross under Ne
ver. In this way, you have to give your responses to all the statements. For you
r help, a sample item is given below:
Sample item
If do not understand a subject or a topic, I make every effort to study hard so
that I develop a good understanding of that subject/topic rather than leave it a
s a difficult subject/topic. If your response after reading this item is say “Freq
uently” then put a cross under the category “Frequently” as shown below.
Always Frequently Sometimes Rarely
Never
6. Please note that only one cross should be put under only one category for one
statement. Do not put the cross in more than one category. Also, do not put the
cross in between the two categories .The cross should be clearly indicated unde
r one category.
7. Do not leave any item blank. A response must be made to each statement.
8. This is not only an ability test and there no right or wrong responses. This
is only an effort to measure your feelings.
9. Do not spend too much time on one statement. There is no time-limit for compl
eting this work, but try to work quickly and carefully and try to give the first
and best response that comes to your mind on reading each statement.
10. The results will be kept confidential and will be used only to your advantag
e and for research purposes only. They will never be used for and disadvantage t
o you. So, please do not worry and try to be honest and frank in giving your res
ponses.
11. The results, if you so desire, can be used for giving you useful guidance, a
nd we hope the results of this study should prove valuable in improving your ach
ievement, academic or otherwise.
12. Be sure to answer every item.
13. If you have any doubts or quarries, please seek clarification before you sta
ts responding to item no.1. Once you start giving responses, there should be no
questions or queries.
14. Please do not change your response once you have marked it.
NOW TRUN THE PAGE AND STARY GIVING RESPONSES FROM ITEM NO.1 TO ITEM NO.50
ITEMS
1. I shall be very much pleased if I have to miss the classes for some days
.
2. I pay full attention to the work in the class.
3. I mind much if I reach late in the class.
4. I like to read more and more to find unknown region of knowledge.
5. I love to have a personal library, not counting text-books.
6. I set standards for myself and then strive to achieve them.
7. I wish to specialize and become top most in the field of my liking.
8. I like to experiment and create new things and surprise people.
9. I work hard for hours together to be successful in whatever I undertake.
10. I have a tendency to find solutions of problems and puzzles other peop
le fail at.
11. I aspire to get excellent results in all academic competitions.
12. I am ready to leave the job half done and try a new one.
13. I get nervous in the examination if one or two questions are not from th
e syllabus.
14. I prefer to go to a party rather than prepare for an examination next we
ek.
15. On getting low marks, I feel disappointed and determine to Work hard to
do better next time
16. I think I find my lessons meaningful and interesting.
17. While studying, my mind wanders off the lesson and I get lost in imagina
tion.
18. I think it is better to gossip away in the canteen than to attend the cl
asses.
19. When the teacher is teaching, I like to read stories/novel/comics or mak
e cartoons in the class.
20. The school/ college haunt me and want to leave it at the very first opp
ortunity.
21. It irritates me a lot if I have to stay late in the school/ college fo
r some lectures.
22. I want to go to college/ university because there is a plenty of opportu
nity to enjoy life.
23. I think studies, sports and other activities can go together.
24. I agree that the present course of my study will help me making my futur
e life a success.
25. I feel very much frustrated if I do not get a chance to compete in the f
ield of my choice.
26. I regularly take down notes in the class and complete my assignments.
27. I plan to study carefully all the year round in an effort to get good ma
rks in all the subjects in all the tests.
28. I believe in work first and play later.
29. I do a lot of preparation at home for the next day s work in the class.
30. I like to ask questions regarding every information given in tables and
charts in the books rather than leave them as such and read further.
31. I think my teachers are competent in their work.
32. I like to create nuisance in the class and annoy the teacher.
33. I try my utmost to please my teacher through work and not through flatte
ry.
34. My friends consider me dull and shidcer.
35. It is true that my teachers think of me as a sincere and hard working st
udent.
36. I feel hurt if other (parents, teachers and friends) criticize me and I
try to improve upon my weaknesses.
37. My parents advise me to take life easy and never bother too much for stu
dies for future Life.
38. I wish to carry my mission forward in spite of facing a lot of criticism
.
39. I think of life to be an intellectual challenge.
40. I am interested in organizing the activities .of a group team/class/comm
ittee.
41. I try to get associated with top most person of my choice.
42. I love to have some adventure in my leisure hour.
43. I would like to watch a surgical operation being performed.
44. I like to compete in dramatics.
45. I think of dancing and music to be good hobbies for students.
46. I have a strong desire to be a champion in games/sports/athletics.
47. I have tried to get in the sports team of my school/ college, to represe
nt my team in other states or countries
48. I believe sports develop initiative, leadership and discipline.
49. Hill climbing and mountaineering are a welcome challenge, I would.1 like
to take.
50. On a holiday, I prefer going for cycling, swimming or boating to sitting
at home without much work.
2002. All rights reserved. Reproduction in any form is a violation of Copyright

Act.
Deo- Mohan Achievement Motivation Scale [(n-Ach)].(English Version]
DEO-MOHAN ACHIEVEMENT MOTIVATION SCALE

PROF. PRATIBHS DEO (PUNE.) & DR. ASHA MOHAN (CHANDIGARH)
Name
Class
School Name
Date of birth Age
Sex
Caste
Religion
Father Education Mother E
ducation
Father Occupation Mother Occup
ation
Address
Annual income
DATA SET
Parents working status Single S
Both B
Board G.S.E.B G
C.B.S.E C
Gender Male M
Female F
ID SCORE PARENTS WORK STATUS BOARD GENDER

1 129 S G M
2 155 S G F
3 104 S G M
4 125 S G M
5 129 S G M
6 123 S G M
7 154 S G M
8 123 S G M
9 140 S G M
10 129 S G M
11 148 S G F
12 160 S G F
13 170 B G M
14 164 S G M
15 97 S G M
16 155 S G M
17 158 S G M
18 166 S G M
19 163 S G F
20 147 S G F
21 158 B G F
22 143 S G F
23 156 S G F
24 147 B G F
25 144 S G F
26 153 S G F
27 158 S G F
28 134 S G F
29 126 S G M
30 136 S G F
31 119 S G F
32 153 S G F
33 120 S G M
34 128 S G M
35 117 S G M
36 99 S G M
37 152 S G M
38 162 S G M
39 116 S G M
40 128 S G M
41 94 S G F
42 158 S G F
43 148 S G F
44 143 S G F
45 106 S G M
46 151 S G M
47 117 S G M
48 127 S G M
49 138 S G M
50 98 S G F
51 156 S G F
52 165 B G F
53 168 S G F
54 140 S G F
55 164 S G F
56 161 S G F
57 151 S G F
58 168 S G F
59 175 S G F
60 174 S G F
61 153 S G M
62 167 S G M
63 168 S G M
64 168 S G M
65 152 S G M
66 158 S G M
67 173 S G M
68 163 S G M
69 142 B G M
70 147 S G M
71 163 S G M
72 165 S G M
73 166 S G F
74 146 S G M
75 152 B G M
76 148 B G M
77 158 S G M
78 149 S G M
79 171 S G M
80 164 S G M
81 123 B G M
82 163 S G M
83 164 S G M
84 153 S G M
85 169 B G F
86 154 S G M
87 161 B G M
88 147 B G F
89 159 S G F
90 173 B G F
91 132 S G F
92 161 S G F
93 146 S G F
94 151 B G F
95 155 S G F
96 169 S G F
97 107 S G M
98 166 S G F
99 164 S G F
100 136 S G F
101 174 S G M
102 114 S G M
103 101 S G M
104 138 S G F
105 149 S G F
106 135 S G F
107 143 S G F
108 143 S G F
109 158 S G F
110 121 S G F
111 161 S G M
112 156 S G M
113 161 S G M
114 148 S G F
115 169 S G M
116 147 S G M
117 172 S G F
118 150 S G M
119 164 S G F
120 117 S G M
121 154 S G M
122 150 S G M
123 117 S G M
124 141 S G F
125 115 S G M
126 123 S G M
127 161 S G M
128 91 S G M
129 160 S G F
130 103 S G M
131 155 S G M
132 168 S G M
133 157 S G M
134 138 S G F
135 156 S G M
136 138 S G M
137 154 S G F
138 155 B G F
139 153 B G M
140 143 S G F
141 142 B G M
142 132 S G F
143 139 S G M
144 166 S G F
145 164 B G F
146 151 S G F
147 170 S G F
148 153 S G F
149 149 S G M
150 136 S G M
151 157 S C M
152 176 S C M
153 154 S C F
154 133 S C M
155 162 S C F
156 155 S C F
157 159 S C F
158 126 S C M
159 124 S C M
160 153 S C M
161 168 S C F
162 122 S C M
163 134 S C M
164 160 S C M
165 161 S C M
166 152 S C M
167 163 S C M
168 153 B C M
169 122 S C M
170 160 S C M
171 146 S C F
172 163 B C F
173 170 B C F
174 149 S C F
175 129 S C M
176 119 B C M
177 136 S C F
178 121 S C M
179 169 S C F
180 167 S C F
181 151 S C F
182 171 S C F
183 142 S C M
184 123 B C M
185 113 S C M
186 142 S C F
187 155 S C F
188 139 S C F
189 151 S C M
190 132 S C M
191 160 B C F
192 140 S C M
193 114 S C M
194 161 B C F
195 170 S C M
196 160 S C M
197 160 S C M
198 145 S C F
199 162 S C M
200 164 S C M
201 160 S C M
202 159 B C F
203 153 S C F
204 161 S C M
205 145 S C F
206 152 S C F
207 174 B C F
208 176 S C M
209 177 S C M
210 178 B C M
211 173 S C M
212 158 S C M
213 152 S C F
214 172 S C F
215 176 B C F
216 144 S C F
217 155 S C F
218 163 S C F
219 140 S C F
220 171 S C F
221 154 S C F
222 152 S C F
223 163 S C F
224 163 S C F
225 181 B C F
226 161 B C F
227 156 S C F
228 166 S C F
229 174 B C M
230 147 S C M
231 168 B C F
232 168 S C F
233 157 S C M
234 141 S C F
235 166 S C F
236 147 S C M
237 162 S C F
238 144 S C F
239 166 S C F
240 154 S C F
241 149 S C M
242 153 S C F
243 171 B C F
244 144 S C F
245 160 B C F
246 136 B C F
247 156 B C F
248 128 S C F
249 148 S C M
250 114 S C M
251 125 S C M
252 164 S C F
253 138 B C F
254 164 S C M
255 166 S C M
256 156 S C M
257 138 B C F
258 115 B C F
259 154 S C F
260 128 S C F
261 149 B C F
262 153 S C F
263 121 B C M
264 153 B C F
265 120 S C F
266 115 S C F
267 128 B C F
268 130 B C F
269 112 B C M
270 148 S C M
271 130 S C M
272 137 B C F
273 153 B C F
274 165 S C F
275 169 S C F
276 144 S C F
277 184 S C F
278 156 B C F
279 133 S C M
280 113 S C M
281 119 S C M
282 132 S C F
283 140 B C M
284 92 S C M
285 163 S C M
286 143 B C M
287 159 B C M
288 160 B C M
289 164 S C M
290 129 S C M
291 148 S C M
292 152 B C F
293 122 S C M
294 122 S C F
295 136 B C F
296 136 B C F
297 154 S C M
298 154 S C M
299 176 S C F
300 176 S C F
GENDER BASE MEAN N MEAN SD SED t-TEST
FOR FEMALE 150 148.11 18.88 2.1754 0.1155
FOR MALE 150 147.86 18.80
PARENTS WORKING STSTUS N MEAN SD SED t-TEST
BOTH 55 148.37 18.78 2.8046 0.1227
SINGLE 245 148.05 18.88
BOARD BASE N MEAN SD SED t-TEST
C.B.S.E 150 149.77 18.01 2.1749 1.5164
G.S.E.B 150 146.47 19.62

A Study of Achievement Motivation of Secondary School Students

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A Study of Achievement Motivation of Secondary School Students

Vakil Shri D. H. Patel Department of Education

Place: Gandhinagar Dr. Sanjay M. Gupta

Frequency Distribution of Table List

The explanation of Maslow Theory is given in next page.

1.7 Definition of Key words

2.2 Importance of Review of Related literature

2.3 Related Studies

No Criteria of Achievement Motivation Levels

4.2.1 Achievement Motivation of Secondary School Students

Achievement Motivation Level of C.B.S.E Secondary School Students

Graph- 4.2.2 (B)

4.2.3 Achievement Motivation of G.S.E.B Secondary School Students

Achievement Motivation level of G. S.E. B Secondary School Students

4.2.4 Achievement Motivation level of Secondary School Students as per Gen

Achievement Motivation level of Secondary School Students as per Gende

4.2.5 Achievement Motivation level of Secondary School Students as per Gende

4.2.6 Achievement Motivation level of Secondary School Students as per their

Achievement Motivation level of Secondary School Students as per their parents w

4.2.7 Achievement Motivation level of Secondary School Students as per their p

* Significant at 0.05 level

* Significant at 0.05 level

* Significant at 0.05 level

5.6.2 Direction for future Research

11. Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency,

Dr. B.M.Shah Assistant Professor

Dr. H.A.Patel Assistant Professor

NATIONAL PSYCHOLOGICAL CORPORATION

2002. All rights reserved. Reproduction in any form is a violation of Copyright

DEO-MOHAN ACHIEVEMENT MOTIVATION SCALE

ID SCORE PARENTS WORK STATUS BOARD GENDER

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