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A Study

BMITTED
NTS FOR
SANJAY

of Achievement Motivation of Secondary School Students A DISSERTATION SU


TO THE KADI SARVA VISHWAVIDYALAYA IN PARTIAL FULFILMENT OF THE REQUIREME
THE DEGREE OF MASTER OF EDUCATION GUIDE INVESTIGATOR DR. SANJAY M. GUPTA
PAL Assistant Professor ( M.Sc, B.Ed )

Vakil Shri D. H. Patel Department of Education Kadi SarvaVishwavidyalaya Gandhin


agar 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 & Omen
dra 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 respect
ed 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 or
iginal 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 part
ially or fu lly to any other University / Institution for the award of any degre
e. Place: Gandhinagar Date: Assistant Professor Department of Education Kadi Sar
va Vishwavidyalaya Dr. Sanjay M. Gupta

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 Mo
tivation 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 Ke
y Words 1.8 Variables of the Study 1.9 Arrangement of the following Chapters 1.1
0 Conclusion 2. Chapter 2 REVIEW OF THE RELATED LITERATURE 13-26 2.1 Introductio
n 2.2 Importance of Review of related literature 2.3 Related Studies 2.4 Analysi
s of the findings 2.5 Significance of the Present Study 2.6 Conclusion 3. Chapte
r 3 RESEARCH DESIGN 28-32
3.1 Introduction 3.2Origin of the Problem 3.3 Population 3.4 Sample 3.5 Method o
f 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. C
hapter 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, SUGEST
IONS AND ONCLUSION 61-68 5.1 Introduction 5.2 Research summary 5.3 Finding 5.4 D
iscussing 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. 8. WEBLOGRAPHY APPENDIX 71 72
Frequency Distribution of Table List Sr. No. Table No. Table Title 1. 4.1 Achiev
ement Motivation 2. 4.2 Achievement Motivation ts 38 3. 4.3 Achievement Motivati
on s 41 4. 4.4 Achievement Motivation er Gender-Male 44 5. 4.5 Achievement Motiv
ation er Gender-Female 47 6. 4.6 Achievement Motivation er Parents working statu
s-Single 7. 4.7 Achievement Motivation er Parents working status-Both 53
Page No. of Secondary School students 35 level of C.B.S.E Secondary School stude
n level of G.S.E.B Secondary School student level of Secondary School students a
s level of level of 50 level of p
Secondary School students as p Secondary School students as p Secondary School s
tudents as p
List of Graphs Sr. No. Graph No. Graph Title Page No. 1 4.1.1 Achievement Motiva
tion 2 4.1.2 Achievement Motivation ts 40 3 4.1.3 Achievement Motivation s 43 4
4.1.4 Achievement Motivation er Gender-Male 46
of Secondary School students 37 level of C.B.S.E Secondary School studen level o
f G.S.E.B Secondary School student level of Secondary School students as p

5 4.1.5 Achievement Motivation er Gender-Female 49 6 4.1.6 Achievement Motivatio


n er Parents working status-Single 7 4.1.7 Achievement Motivation er Parents wor
king status-Both 55
level of level of 52 level of
Secondary School students as p Secondary School students as p Secondary School s
tudents as p
List of Abbreviations used in the Research work N- Number X Average S.D- Standar
d 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 Problem and statement of the problem 1.1 Introduction 1.1.1 What is Moti
vation? 1.1.2 Types of Motivation 1.1.1 Achievement 1.1.2 Socialization 1.1.3 In
centive Motivation 1.1.4 Fear Motivation 1.1.5 Change Motivation 1.1.6 Maslow Th
eory of Motivation 1.1.7 Definition of Need for Achievement 1.1.8 Theory of Need
s 1.1.9 Achievement 1.1.10 Power 1.2 Statement of the Problem 1.3 Objective of t
he 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 f
ollowing Chapters 1.10 Conclusion CHAPTER-1 Problem and statement of the problem
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. Mo
tivation can be co nsidered with the state of having encouragement to do somethi
ng. This is the motivation of a person to attain goals. The longing for achievem
ent is inherent in every man, but not all persons look to achievement as their m
otiv 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 ons perception. The purpose of the study on Achievement Motivation is to f
ind 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? W
hy 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 i
s no one thing that motivates people to perform certain actions. People a re dif
ferent, so it follows that their motivations have to be different. 1.1.2 TYPES O
F MOTIVATION 1.1.1 Achievement This is the motivation of a person to attain goal
s. The longing for achievement is inherent in every man, but not all persons loo
k 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 accom
plish 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 thei
r main motivation for actions. This is especially evident in the situation of pe
er pressure. Some people are willin g to do anything to be treated as an equal w
ithin a group structure. The idea of being accepted among a group of people is t
heir motivation for doing certain th ings. 1.1.3 Incentive motivation This motiv
ation involves rewards. People who believe that they will receive rewa rds for d
oing 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 otivati
on is driven by the fact that the goal will give people benefits. Incenti ve mot
ivation is used in companies through bonuses and other types of compensati on fo
r additional work. By offering incentives, companies hope to raise productivity
and motivate their employees to work harder. 1.1.4 Fear motivation When incentiv
es do not work, people often turn to fear and punishment as the nex t tools. Fea
r motivation involves pointing out various consequences if someone d oes not fol
low a set of prescribed behavior. This is often seen in companies as working han
d-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 certa
in 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 with
in their immediate en vironment. Change motivation is often the cause of true pr
ogress. People just be come tired of how things are and thus, think of ways to i
mprove 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 achi
evement. This need is influenced by interna l drive for action (intrinsic motiva
tion), and the pressure exerted by the expec tations of others (extrinsic motiva
tion). Measured by thematic appreciation test s, need for achievement motivates
an individual to succeed in competition. 1.1.8 Theory of Needs. In his acquiredneeds theory, David McClelland proposed that an individuals speci fic needs are a
cquired over time and are shaped by ones life experiences. Most of these needs ca
n be classed as achievement, affiliation, or power. A persons moti vation and eff
ectiveness in certain job functions are influenced by these three needs. McClell
ands theory sometimes is referred to as the three need theory or as the learned n
eeds theory. 1.1.9 Achievement People with a high need for achievement (nAch) se
ek to excel and thus tend to av oid both low-risk situations. Achievers avoid lo
w-risk situations because the ea sily attained success is not a genuine achievem
ent. In high-risk projects, achie vers see the outcome as one of chance rather t
han ones own effort. High nAch indi viduals prefer work that has a moderate proba
bility of success, ideally a 50% ch ance. Achievers need regular feedback in ord
er to monitor the progress of their achievements. They prefer either to work alo
ne or with other high achievers. 1.1.10 Power A persons 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 hi
gh need for institutional power tend to be more e ffective than those with a hig
h need for personal power. 1.2. Statement of the problem The investigator has se
lected following problem for the present study A Study of Achievement Motivation
of Secondary School Students 1.3. Objective of the study The objectives of pres
ent study are as follows:I. To study the Achievement Motivation of secondary sch
ool students. 2. To compare the Achievement Motivation of C.B.S.E & G.S.E.B seco
ndary school students. 3. To compare the Achievement Motivation of Male & Female
students of secondary schools. 4. To compare the Achievement Motivation of stud
ents with respect to these paren ts working status. 1.4 Hypothesis The hypothesi
s of present study is as under:1. There is no significant difference between mea
n score of Achievement Motivati ons of G.S.E.B & C.B.S.E secondary school studen
ts. 2. There is no significant difference between mean score of Achievement Moti
vati ons of Male and female of secondary school students. 3. There is no signifi
cant difference between mean score of Achievement Motivati ons of students with
respect to parents working status. 1.5 Importance of the study Every study has i
ts own importance for the overall development of the person and to solve the pro
blem which arises in the educational field so research is very important. Import
ance of the study is stated as under:The present study will help to know the int
erest 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 sec
o 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 stud
y 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 delim
itation of the study is as follows:(1) The study is delimited to only English me
dium 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 reali
zes 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 Motiv
ation is that mental stimu li which enforces on individual to realize its goal t
o its level of satisfaction . 1.8 Variables of the study The variables of presen
t 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 v
ariable 3. Board C.B.S.E & G.S.E.B Independent variable 4. Achievement motivatio
n Dependent variable 5. Only English Medium, 10 Std school students Control vari
able 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 d
ivided 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 re
l 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 ana
lysis and experiences durian the data collection are discussed. Chapter-4 is Anal
ysis and Interpretation of the data in which mean, standard devia tion, SED & t-t
est 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 givin
g. 1.10 Conclusion:In the present chapter, the introductory part of the study wa
s discussed. In whi ch statements of the problem, objectives of the study, hypot
hesis, importance of the study, limitations of the study, explanations of the te
rms, variables of th e study and arrangement of the following chapter we Review o
f 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 pa


ge (2) Johannsen, Hano & Terry, G, (1986) international Dictionary of Management
. London (3) http:// www.wekipedia.com/ (4) http:// www.educationindia.com/ CHAP
TER-2 Review of Related Literature 2.1 Introduction 2.2 Importance of Review of
related literature 2.3 Related Studies 2.4 Analysis of the findings 2.5 Signific
ance 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 educati
on by the use of scientific Philosophical method; the me thod of critical reflec
tive 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 becom
es for the researcher in order to hav e complete and thorough understanding of t
he works citied in India and also it i s possible to reform in this field as wel
l as to stop the repetition of the stud y. The review of literature also gives t
he information about the method and the suggestions of the researchers. The rese
archer study the researcher done in the field of research for make this study mo
re exact clean and power full and to get the success of the study. For the revie
w 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 considere
d as the foundation of education. It is essenti al to study the related literatu
re it useful in problem and understanding develo ping the idea of research desig
n. According to Walter R.Borg and M.D.Gall (1983) The related literature in any f
ield forms the foundations upon which all the futu re work will be built Review o
f 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 re
searcher 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 inf
ormation. 3. We come to know the deep knowledge of the sample. And get clear Pic
ture of the sample. 4. These literature will help to give proper guidance & avoi
d 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 Year1984 TitleA study of Achievemen
t Motivation and self Consciousness of early ado lescence Objectives1. To study t
he Achievement Motivation with caste. 2. To study the Achievement Motivation is
coming from Economic status. Sample- The sample has been taken from higher secon
dary and junior college Hyder abad, considerations the age, caste, and socio- ec
onomic 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-Achi
evement Motivation test (1969) self Thought .Inventory, Ideal self thought consi
deration these to pts. Research Method- It is survey type of research. Finding1.
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- Rag
hav Year1985 TitleTo see the effect of socio-economic level & educational backgr
ou 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 c
ourse Sample- For the Co-operation of 9th grade students we conduct the Test. Th
ere 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 E
arly Adolescences , Scale of class room trust, Dependency scale &Mehta Perceptio
n test were used. Research Method- It is survey type of research. Finding (1) Th
ere 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 Achiev
ement Motivation in higher intelligence students. (3)Achievement Motivation Deve
lopment course with the help of this course we dev elop Achievement Motivation o
f the students. 2.3.3 Researcher Ahluvallia Year1985 Title - A study the effect o
f Achievement Motivation on different point. Objectives- 1. To study the Achieve
ment Motivation on ca ste

2. To study the Achievement Motivation of birth order of the children. 3. To stu


dy Achievement Motivation with economic background of family, upbringin g of rur
al & urban area, size of family. 4. To study Achievement Motivations come from e
xternal Sources. Sample- In 8 to 12th grade, 200 students & 480 students of gove
rnment, private , & central school had given Progressive Metasis test by Ravan t
hose were chosen had score 25 and 75. ToolTo 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 Research Method- It is survey type o
f research. Finding1. 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 m
ily, 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 Re
searcher- Mansuri Year1986 Title- A study the 5, 6,7th grade students mental, soc
ial statuses on Achievement Motivation. Objectives- 1. To study the Achievement
Motivation of the students. 2. To study grades shown in Achievement Motivation o
f the s tudents higher grade show high Achievement Motivation. 3. To study of anx
iety Shaw the level the level of Achievemen t Motivation of students. 4. To stud
y Achievement Motivation is high of those students whose ge neral aptitude is go
od. 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 Mot
ivation, 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 th
e Achievement Motivation of the students. 2. The effect of different grades show
n 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 th
e relationship between motivation and Personality needs of adult learners . Obje
ctives 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 en
d s of the motivational continues 3. To study the needs of adults learners acros
s different demographic ca tegories. Sample- Ages 17, 18, 20 adult students 176
male & 224 female. Tool- Mehta, TAT test, Achievement motivation test scale of E
arly Adolescence s, Scale of class room trust, Dependency scale &Mehta Perceptio
n 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 s
even areas of Motivation males, were found to be highly motivated in economic, g
ains, 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 Achi
evement 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 educatio
nal achievement of boys. SampleFrom Tamil Nadu, 300 students were taken from 11t
h grade of boys & g irls. ToolsPragya Mehta-Achievement Motivation Inventory (19
69) Research Method- It is survey type of research. FindingIt shows high Achieve
ment Motivation in girls compare to boys an d seen level of anxiety in education
al achievement of boys. 2.3.7 Researcher- Suman L.N and Aanchal Umapathi Year199
7 Title - A study the relation between father mother and children with Achieveme
nt Motivation in adolescence. Objective 1.To study the Achievement Motivation of
boys & girls. 2. To study the study of high Achievement Motivation&Those pare n
t child relation is not unhealthy low Achievement Motivation. Sample- In 9th gra
de 219 students with 11.9 age sample were choos en. ToolsRao 1978 Questionnaires
of relation between mother father and th eir child Mukherjee 1965 sentence comp
letion test to study achievement motivatio n. Research Method- It is survey type
of research. 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- 20
00 Title - A study the problem of secondary students and their Achievement. Obje
ctives-1.To study higher secondary boys & girls with educational achiev ement ec
onomical educational vocational problem. 2. To study educational achievement of
boys & girls in higher secondary school and religious problem. SampleThe 300 Stu
dents were taken form 6 village and 4 urban area scho ol. ToolsBadami- Inventory
on students problems Research Method- It is survey type of research. Finding 1.T
here is a relation between higher secondary boys &girls with educational achieve
ment 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, educa
tional achievement, and mother educati on. Objectives- 1. To study the Achieveme
nt Motivation of boys and girls. 2. To study the Achievement Motivation of dif f
erent Stream students. 3. To study the Achievement Motivation and the mot her ed
ucation 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.

ToolsJansari (2006), Gujarati translation of Achievement Motivation I nventory.


Research Method- It is survey type of research. Finding-1.There is a significant
difference between Achievement Motivation of boys and girls. 2. There is a sign
ificant difference between Achievement Motivation of d ifferent stream students.
3. There is a significant difference between Achievement Motivation and the edu
cational achievement of the students. 4. There is no significant difference betw
een Achievement Motivation and the mother education of the students. 2.3.10Resea
rcher-Vidhyadhar Year2008 Title- A study Achievement Motivation on mental energy
level. Objectives- 1. To study the Achievement Motivation of non tribal and Tri
bals boys and girls. 2. To study Achievement Motivation of tribals girls and Non t
ribals girls. 3. To study Achievement Motivation of tribals boys and Non tribals bo
ys. 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 T
est and Dev Mohan Achievement Motivation Test . Research Method- It is survey ty
pe of research. Finding 1. The Achievements Motivation of non tribals boys is mor
e than A chievement Motivation of tribals boys. 2. The Achievement Motivation of
Non Tribals girls is more than Achievement Motiv ation of Tribals girls. 3. The ac
hievement motivation of Tribals boys more than Achievement Motivation of Non Trib
als girls 4. The Achievement Motivation of Tribals girls are more than Achievement
Motivati on of Non Tribals boys. 2.4 Analysis of the findings By reviewing the p
ast related literature it becomes clearly visible that all res earch were done o
n Achievement Motivation. Raghav(1985) seen Achievement Motivation of higher int
elligence students is high compare to lower intelligent students. In short we se
en Achievement Motivation in higher intelligence students. Ahluvallia (1985) See
n 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. Sha
nti 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 Achievem
ent Motivation boys and girls and to different stream student level of Achieveme
nt Motivation. Vidhyadhar (2008) Seen It shows the Achievement Motivation of tri
bals boys more than Achievement Motivation of non tribals girls is level of Achiev
ement 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 Signi
fication of the present study By reviewing the past related literature it become
s 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 Motivati
on of C .B.S.E & G.S.E.B Secondary School students, gander and respect of parent
s workin g states of secondary school students. 2.6 Conclusion:The present chapt
er 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 an
d specialty of the present study was discussed. The next chapter is about the de
sign of research. In which the origin of the pro blem, population, sample, resea
rch method, tool for the data collection, process of the collection, techniques
of data analysis and experiences during the data collected are discussed. REFERE
NCES 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- co
ncept and Achievement Motivation. Of early Adolescents Osm. U. Research in Psych
ology of education Abstracts page340 3. Ahluwalia, 1 (1985). A study of factors
Affecting Achievement Motivation . Agra University. Research in Psychology of ed
ucation Abstracts page-333 4. Raghava.G (1985). A study of Achievement Motivatio
n Development in the pupils of Nineth standard with various Socio-Economic level
s and studying the ef fects. Mys. U Research in Psychology of education- Abstrac
ts Page-420 5. Mansuri A.R. (1986). A study of Achievement Motivation of student
s of stds. V , VI and VII in relation to some Psycho-Socio factors. SPU. Researc
h in Psycholo gy of education-Abstracts page-398 6. Desai, Haribhai. Gulabbhai &
Desai, Krishankant Gopalji (1992). Research M ethodology, 5th Edition. Universi
ty of Library board. Ahmedabad, Gujarat 7. Shah, Gunvanth (1993). Educational 3r
d Year. University of Library board Ahm edabad, Gujarat 8.Shanthi, Pramod (1996)
. Future time perspective, Cognitive Efficiency, achieve ment, motivation anxiet
y and academic Performance among eleventh standard boys and girls. Indian Journa
l of Psychology, 1996, Vol.33 No.1 Page 34-38. 9.Prajapati, elation with r educa
tion. 10. Jansari, ntory (AMI), Pankti (2005). A study of Achievement Motivation
of 11th grade in r gender role, different streams, educational achievement, and
mothe Research paper unpublished. Ashwin (2006). Gujarati Adaptation of Achieve
ment Motivation Inve Gujarati Journal of Psychology. Vol. 17 page-6-8

CHAPTER-3 Research Design 3.1 Introduction 3.2 Origin of the Problem 3.3 Populat
ion 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 t
he Data collection 3.10 Conclusion
CHAPTER-3 Research Design 3.1 Introduction The previous chapter was Review of Rel
ated 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 t
he 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. Th
e 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 ol
lection, method of data analysis and experience during the data collection are d
iscussed. 3.2 Origin of the Problem During my past experience and varies Teachin
g training Project that there is a d eference between various factors in respect
to Achievement motivation level amon g Male &female gender subsequently state b
oard, and central board, also with th e working states of students parents. As t
o find out deference between the Male Achievement Motivation level may defer s f
rom the Female gender motivation level .I conducted the test in total on 30 0 st
udents. Which include randomly both the gender. On comparing the Achievement Mot
ivation 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 affectin
g 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 schoo
l (STD 10t h) of Ahmedabad city are population for the study. 3.4 Sample Stratif
ied 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 b
oard 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. Sc
hool 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 w
ay 300 students are taken. 3.5 Method of the Study It is essential to use approp
riate 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 stud
y and find main trends from it and to describe to interpret it In the present stu
dy, the survey method was used for the purpose of acquiri ng response from Engli
sh Medium secondary school students of Ahmedabad city to e valuate their Achieve
ment motivation of the students. 3.6 Tools for the Data collection DEO-MOHAN Ach
ievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha Mohan was adm
inistrated 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 3.8 Method of Data Analysis To analysis the collected
data, various statistics techniques were used in the p resent study. The classi
fication of data was done according to the variables, ge nder, parents working s
tatus, board (C.B.S.E & G.S.E.B). To decide the level of different Achievement M
otivation of secondary students, m ean, SD, SED, t-Test, were calculated. On wer
e done with the help of computer. 3.9 Experiences during the Data collection 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 e
rs 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 th
e 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 l
s 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, analy
sis 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 Researc
h Introduction New Delhi Acharya Book De pot CHAPTER 4 ANALYSIS AND INTERPRETATIO
N OF DATA 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 Student
s 4.2.2 Achievement Motivation of C.B.S.E Secondary School Students 4.2.3 Achiev
ement Motivation of G.S.E.B Secondary School Students 4.2.4 Achievement Motivati
on level of Secondary School Students as per Gender-Male 4.2.5 Achievement Motiv
ation level of Secondary School Students as per Gender-Female 4.2.6 Achievement
Motivation level of Secondary School Students as per their parents working statu
s SINGLE 4.2.7 Achievement Motivation level of Secondary School Students as per t
heir parents working status BOTH 4.3 Interpretation 4.4 Conclusion CHAPTER 4 ANAL
YSIS AND INTERPRETATION OF DATA 4.1 Introduction In chapter 3 of the present stu
dy, the decision of study was presented was cover ing which origin of the proble
m. Selection of the sample, population, method of research, tool for data collec
tion, procedure of data collection, techniques of data analysis and experiences
during the data collection were included. The research work is not completed wit
h the collection of data using various too ls of the research but the research b
ecomes 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 sten
cil 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 scor
e 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 distribu
tio n, According to these percentage, the level of Achievement motivation were w
orke 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 16
8 Average 3. Score more than 184 High Criteria and levels of Achievement Motivat
ion table No-4.2.0
4.2.1 Achievement Motivation of Secondary School Students The frequency distribu
tion was prepared with the ranking of responses of the Sec ondary students on th
e statements as per the scoring scheme. Described in paragr aph 4.2.0 and by cla
ssifying 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 Freque
ncy Distribution of score of Achievement Motivation of Secondary Schoo l Student
s Table-4.2.1 (A) Class Frequency 91-123 48 124-168 220 169-184 32 Total(N) 300
Average Mean( x ) SD 18.8
147.86
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 th
e number of character obtain from each level and their percentage i s shows in t
able 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 The frequency


distribution was prepared with the ranking of responses of the Sec ondary studen
ts on the statements as per the scoring scheme. Described in parag raph 4.2.0 an
d by classifying the score obtained from it with frequency distrib ution ,averag
e, 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 Se
conda ry School Students Table-4.2.2 (A) Class Frequency 91-123 21 124-168 109 1
69-184 20 Total(N) 150 Average Mean( x ) 149.77 SD 18.01 It is revealed from the
table-4.2.2 (A) that the value of calculated average is 149.77 of the total mark
s of this area .The mean according to Achievement Motiva tion of Secondary schoo
l students is very high. In above table we can see that the highest number of st
udents is 109 which are in class 124-168. The characters of the sample were clas
sified as per above According to this clas sification the number of character ob
tain from each level and their percentage i s shows in table 4.2.2(B)
Achievement Motivation Level of C.B.S.E Secondary School Students Table -4.2.2(B
) Level No of students Percentage Low 21 14 Average 109 72.7 High 20 13.3 The Gr
aphical Presentation of the table 4.2.2 (B) is made in graph 4.2.2
Graph- 4.2.2 (B)
4.2.3 Achievement Motivation of G.S.E.B Secondary School Students The frequency
distribution was prepared with the ranking of responses of the Sec ondary studen
ts on the statements as per the scoring scheme. Described in paragr aph 4.2.0 an
d by classifying the score obtained from it with frequency distribut

ion, average, mean, standard deviation, are calculated


n Table-4.2.3 (A) The Frequency Distribution of score
of G.S.E.B Seconda ry School Students Table-4.2.3 (A)
124-168 111 169-175 12 Total(N) 150 Average Mean( x )

.This data is presented i


of Achievement Motivation
Class Frequency 91-123 27
SD 18.41

147.13
It is revealed from the table-4.2.3 (A) that the value of calculated average is
147.13 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 t
he 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 tab
le 4.2.3 (B)
Achievement Motivation level of G. S.E. B Secondary School Students Table-4.2.3
(B) Level No of students Percentage Low 27 18 Average 111 74 High 12 8 The Graph
ical Presentation of the table 4.2.3 (B) is made in graph 4.2.3 Graph- 4.2.3 (B)
4.2.4 Achievement Motivation level of Secondary School Students as per Gen der-M
ale 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 p
aragr aph 4.2.0 and by classifying the score obtained from it with frequency dis
tribut ion, average, mean, standard deviation are calculated This data is presen
ted in Table-4.2.4 (A) The Frequency Distribution of score of Achievement Motiva
tion of ool Students as per Gender-Male Table-4.2.4 (A) Class Frequency 91-123 4
0 124-168 98 169-178 12 Total(N) 150 Average Mean( x ) Secondary Sch
147.86

SD
18.8
It is revealed from the table-4.2.4 (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 t
he highest number of students are 98 which is in class 124-168. The characters o
f 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 tab
le 4.2.4 (B) Achievement Motivation level of Secondary School Students as per Ge
nde r-Male Table-4.2.4 (B) Level No of students Percentage Low 40 26.6 Average 9
8 65.4 High 12 8 The Graphical Presentation of the table 4.2.4 (B ) is made in g
rap h 4.2.4 Graph-4.2.4 (B)
4.2.5 Achievement Motivation level of Secondary School Students as per r-Female
Gende
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 parag
r aph 4.2.0 and by classifying the score obtained from it with frequency distrib
ut 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 Freque
ncy 94-122 8 123-168 122 169-184 20 Total(N) 150 Average Mean( x ) SD 18.41
147.13
It is revealed from the table-4.2.5 (A) that the value of calculated average is
147.13 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 t
he highest number of students are 122 which is in class 123-168.

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 4.2.5(B) Achievement Motivation level of Secondary School Stu
dents as per Gende r-Female Table- 4.2.5 (B) Level No of students Percentage 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 par
ents working status -SINGLE The frequency distribution was prepared with the ran
king of responses of the Sec ondary students on the statements as per the scorin
g scheme. Described in paragr aph 4.2.0 and by classifying the score obtained fr
om it with frequency distribut ion, average, mean, standard deviation is calcula
ted .This data is presented in Table-4.2.6 (A) The Frequency Distribution of sco
re of Achievement Motivation level of Secondary School Students as per their par
ents working status SINGLE Table-4.2.6 (A) Class Frequency 91-123 41 124-168 182
169-184 22 Total(N) 245 Average Mean( x ) SD 18.88
148.05
It is revealed from the table-4.1.5 (A) that the value of calculated average is
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. The characters
of the sample were classified as per above According to this clas sification th
e number of character obtain from each level and their percentage i s shows in t
able 4.2.6( B)
Achievement Motivation level of Secondary School Students as per their parents w
orking status SINGLE Table 4.2.6 ( B) Level No of students Percentage 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 Graph4.2.6 (B)
4.2.7 Achievement Motivation level of Secondary School Students as per their p a
rents working status -BOTH The frequency distribution was prepared with the rank
ing 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 fro
m it with frequency distribut ion, average, mean, standard deviation is calculat
ed .This data is presented in Table-4.2.7 (A) The Frequency Distribution of scor
e of Achievement Motivation level of Secondary School Students as per their pare
nts working status BOTH Table-4.2.7 (A) Class Frequency 112-123 6 124-168 39 169181 10 Total(N) 55 Average Mean( x ) 148.05 SD 18.48 It is revealed from the tabl
e-4.2.7 (A) that the value of calculated average is 148.05 of the total marks of
this area .The mean according to Achievement Motiv ation of Secondary school st
udents is very high In above table we can see tha t the highest number of studen
ts are 39 which is in class 112-168. The characters of the sample were classifie
d as per above According to this clas sification the number of character obtain
from each level and their percentage i s shows in table 4.2.7 (B) Achievement Mo
tivation level of Secondary School Students as per t heir parents working status
-BOTH Table 4.2.7(B) Level No of students Percentage Low 6 11 Average 39 70.9 H
igh 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 h
as been made, the r esearcher can process to the stage of interpreting the resul
ts. The process of i nterpretation is essentially one of stating what the result
s 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 di
fference between the mean scores of C.B.S.E an d G.S.E.B Secondary School Studen
ts Comparison of Mean Scores of Achievement Motivation of C.B.S.E and G.S.E.B Se
con dary School Students The Second objective was to compare mean scores of Achie
vement Motivation of C.B .S.E and G.S.E.B Secondary School Students There were tw
o 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 Achie
vement Motivation Board N C.B.S.E 150 Mean(M) S.D. 2.17 SED 1.5 t- Value t<0.05
Remarks
149.77 18.01 * 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.wh
ich 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 effec
t of C.B.S.E and G.S.E.B boa rd of Achievement Motivation of secondary school st
udents. Objective: To compare the Achievement Motivation of male &fem ale studen
ts of secondary schools Ho2: There is no significant difference between mean sco
re of Achievement Motivations of Male and female of secondary school students. C
omparison of Mean Scores of Achievement Motivation of Male and Female Secondary
School Students The third objective was to compare mean scores of Achievement Mot
ivation 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 Board Male 2.18 N 150 Gender wise N, M, S.D & t-Values of Ac
hievement Motivation Mean(M) S.D SED t- Value Remarks 147.86 18.80

0.11 t<0.05 * Female 150 148.11 18.88


* Significant at 0.05 level 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 Motivati
on 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. Objecti
ve: To compare the Achievement Motivation of students with respect to their pare
nts working status Ho3: There is no significant difference between Achievement M
otivations of students with respect to parents working status. Comparison of Mea
n 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 Achievem
ent 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 * Significant at 0.05 l
evel 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 s
tatus SINGLE and BOTH does not differ significantly. Thus, the hypothesis There i
s 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 pa
rent 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. Th
e next chapter is the discussion about the findings, suggestion a nd the new are
a 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) St
atistics, 2nd Edition New Delhi Prentice Hall of India P vt. Ltd.

(3) http:// www.educationindia.com CHAPTER 5 FINDINGS, SUGGESTIONS AND CONCLUSIO


N 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. 5.6.1 General Suggestions
5.6.2. Direction for future Research 5.7 Conclusion CHAPTER 5 FINDINGS, SUGGEST
IONS 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 t
o the society, moreover, the research help all those individually who are involv
ed with education. The essence of investigations hard work can be seen in this ch
apter of the work . The inferences open the future directions of the research an
d 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 sug
gestion on the basis of quantitative information of the pr evious chapter and al
so 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:A Study of Achievement Motivation of Secondary School
Students The objectives of the study were as under:1. To study the Achievement
Motivation of secondary school students. 2. To compare the Achievement Motivatio
n 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 Achiev
ement Motivation of students with respect to these paren ts working status. The
understated hypotheses were formed on the basis of these objectives. 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. 2. There is no significant difference
between mean score of Achievement Motivati ons of Male with female of secondary
school students. 3. There is no significant difference between mean score of Ach
ievement Motivati 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 1. 2. 3. S. No 1. 2. Name of C.B.S.E School No of St
udents Rachana School (Shahibaug) 50 Lotus School (Satellite) 50 Kendriya Vidyal
aya (Sabarmati) 50 Name of G.S.E.B School No of Students Sabarmati High School (
Sabarmati) 50 N.R. High School (Low Garden) 50

3. Total
Amrit Jyoti School(Ambawadi) 300
50
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 Achieve
ment 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 variab
le, parents working status Independent variable, Board C.B.S.E & G.S.E.B Indepen
dent variable, Achievement Motivation I ndependent variable and only English Med
ium school students control variable. Tools for collection DEO-MOHAN Achievement
Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha Mohan was administrat
ed to study the level of achievement motivation of sch ool students Data Collect
ion 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 t
he test des igner. 5.3 Finding of the study 5.3.1 Achievement Motivation of seco
ndary 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 o
f 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 s
ignificance in level of Achievement Motivation. We can say there are no effect o
f single and both parent working status of Achievement Motivatio n. 5.3.4 Parent
s working status and Achievement Motivation of students of secondary school. Par
ents working status does not affect the level of Achievement Motivation of ch il
dren, Meaning thereby, It makes no difference on the level of motivation of ch i
ldren whether both or single of the parents are working. 5.4 Discussion of Findi
ng The discussion of finding of the present and previous studies is presented he
re so that the similarities between the findings of the present studies and prev
iou s studies can be more understood. In the present study, Achievement Motivati
on of secondary school students the fi ndings similarly related to it seen in th
e 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 Achi
evement Motivation of the student. In the present study, highest Numbers of the
students good Achievement Motivatio n of parents Profession .The similar types o
f 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 p
resent study, there was observed no significant effect of C.B.S.E and G. S.E.B B
oard 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 A
chievement Motivation of secondary students.

5.5 Educational Implications The educational implications of this study are as u


nder 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 developme
nt of reasoning an d thinking power in various extra activities such as Geometry
, Painting, writing and expression etc. 4. Achievement Motivation of the student
s 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 pu
nctuality and discipline. 5.6 Suggestions In modern times, the students have alw
ays in confusion to select their career. W hat they want to do, their field of i
nterest, through which way they can achieve high, all these questions are very i
mportant in their life. In every Achievemen t there are certain requirements, an
d it is very difficult to say that what the persons 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 Motivat
ion of the students. To increase the Achieve ment Motivation of their student th
e parents put efforts since from their studen ts. 5.6.1 General Suggestions 1. T
he 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 M
otivation study, we study from different variables like size of the family, econ
omic condition, birth order, parents occupation etc. 5. With the help of Achievem
ent 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 w
ith the adaptation on e or other way. Following other research also can be under
taken 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 Mot
ivation of the caste in relation with grade wise. 5. To study Achievement Motiva
tion in relation with caste, class, fathers occupat ion 5.7 Conclusion In the pre
sent study a gentle and a humble attempt has been made to assess the A chievemen
t 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 ar
e possibilities of some defects because of the limited experience of the researc
h which can be pardoned. BIBLIOGRAPHY

1. Rao and Mehta (1979). In Buch, M.B. (1983-88) Fourth survey of Research in ed
ucation. Vol.I New Delhi, NCERT. 2. Gupta, PL (1983). A study of personality Cha
racteristics of Ninth Grade over and under achieving Boys and Girls at different
levels of Achievement Motiv ation. Punjabi U. Research in Psychology of educati
on Abstracts 3. Bharati, G (1984). A study of self- concept and Achievement Moti
vation. Of early Adolescents Osm. U. Research in Psychology of education Abstrac
ts.page340 4. Gyanoni. T.C. (1984). Frustration Reaction as Functions of Achieve
ment Motivation and anxiety at different age levels. Unpublished PhD Thesis, Agr
a Uni versity. 5. Ahluwalia, 1 (1985). A study of factors Affecting Achievement
Motivatio n. Agra University. Research in Psychology of education Abstracts. pag
e-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. Mansur
i 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 ed
ucation-Abstracts page-398 8. Mishra, O.P. and Srivastava, S.K. (1988). Manual o
f 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, Gunvan
th (1993). Educational 3rd Year. University of Library boar d Ahmedabad, Gujarat
. 11. Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency, ach
ievement, motivation anxiety and academic Performance among eleventh standard bo
ys and girls. Indian Journal of Psychology, 1996, Vol.33 No.1 Page 34-38. 12. Pr
ajapati, Pankti (2005). A study of Achievement Motivation of 11th gra de in rela
tion with gender role, different streams, educational achievement, and mother ed
ucation. Research paper unpublished. 13. Chauhan, Priti (2006). A study of Achie
vement 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 Journ
al of Psychology .Vol. 17 page-6-8 15. Dave, Usha J. (2009). A study of Achievem
ent Motivation of 9th grade in relation with gender role, educational achievemen
t, economical status, father o ccupation. Research paper unpublished. 16. Desai,
Daulatbhai, Dr. Ameeta Govind, Studies in Achievement Motivation (towards psych
ological education) page no 127.
WEBLOGRAPHY

1. 2. 3. 4. 5.
http:// http:// http:// http:// http://
www.information word.com/ www.wekipedia.com/ www.educationindia.com/ www.motivat
ion.com/ www.indiaeducation.com/
APPENDIX- A List of Research Co-operation . Mr.Tomba Singh Thokchom Lecture, R.H
. Patel English Sarva Vishwavidyalaya Gandhinagar Mr. Rajesh Sharma Lecture, R.H
. Patel English Sarva Vishwavidyalaya Gandhinagar Mr. Bharat Patel Lecture, R.H.
Patel English Sarva Vishwavidyalaya Gandhinagar
Medium B.Ed College, Kadi
Medium B.Ed College, Kadi
Medium B.Ed College, Kadi
Dr. B.M.Shah Assistant Professor Department of Education Kadi Sarva Vishwavidyal
aya Gandhinagar Dr. H.A.Patel Assistant Professor Department of Education Kadi S
arva Vishwavidyalaya Gandhinagar
APPENDIX- B Name of the Schools and Board G.S.E.B (1) Sabarmati High School (Sab
armati) (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 Vid
yalaya (Sabarmati)
Reusable Booklet Of D M A M S

(n -Ach) (English Version) By: Prof. Pratibha Deo (Pune) And Dr. Asha Mohan (Cha
ndigarh ) Estd.1971 NATIONAL PSYCHOLOGICAL CORPORATION 4/230, KSCHERI GHAT, AGAR
A-282004(INDIA) DIRECTIONS 1. We are interested in measuring your attitude towar
ds 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 fo
r 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 w
hich are: Always, Frequently, Sometimes, Rarely and Never. Read each statement o
f 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 f
r equently, put a cross (x) under frequently, If sometimes, put a cross under so
me 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 su
bject or a topic, I make every effort to study hard so that I develop a good und
erstanding of that subject/topic rather than leave it a s a difficult subject/to
pic. If your response after reading this item is say Freq uently then put a cross
under the category Frequently as shown below. Always Never 6. Please note that onl
y 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 t
wo 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 c
arefully 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 us
ed only to your advantag e and for research purposes only. They will never be us
ed for and disadvantage t o you. So, please do not worry and try to be honest an
d frank in giving your res ponses. 11. The results, if you so desire, can be use
d 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 sur
e to answer every item. Frequently Sometimes Rarely Phone (0562) 364926

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 mark
ed 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 i
n 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 standa
rds for myself and then strive to achieve them. 7. I wish to specialize and beco
me top most in the field of my liking. 8. I like to experiment and create new th
ings 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 pu
zzles other peop le fail at. 11. I aspire to get excellent results in all academ
ic 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 syl
labus. 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 t
ion. 18. I think it is better to gossip away in the canteen than to attend the c
l asses. 19. When the teacher is teaching, I like to read stories/novel/comics o
r mak e cartoons in the class. 20. The school/ college haunt me and want to leav
e 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/ un
iversity because there is a plenty of opportu nity to enjoy life. 23. I think st
udies, 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 ve
ry much frustrated if I do not get a chance to compete in the f ield of my choic
e. 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 i
n the books rather than leave them as such and read further. 31. I think my teac
hers are competent in their work.

32. I like to create nuisance in the class and annoy the teacher. 33. I try my u
tmost to please my teacher through work and not through flatte ry. 34. My friend
s 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 parent
s 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 critici
sm . 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 a
ssociated with top most person of my choice. 42. I love to have some adventure i
n my leisure hour. 43. I would like to watch a surgical operation being performe
d. 44. I like to compete in dramatics. 45. I think of dancing and music to be go
od hobbies for students. 46. I have a strong desire to be a champion in games/sp
orts/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 develo
p initiative, leadership and discipline. 49. Hill climbing and mountaineering ar
e 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-MOH
AN ACHIEVEMENT MOTIVATION SCALE PROF. PRATIBHS DEO (PUNE.) & DR. ASHA MOHAN (CHA
NDIGARH) Name Class School Name Date of birth Sex Caste Religion Father Educatio
n ducation Father Occupation ation Address Annual income DATA SET Mother E Mothe
r Occup Age

Parents working status Single S Both B Board G.S.E.B G C.B.S.E C


Gender Male M Female F
ID 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
SCORE 129 155 104 125 129 123 154 123 140 129 148 160 170 164 97 155 158 166 163
147 158 143 156 147 144 153 158 134 126 136 119 153 120 128 117 99 152 162 116
128 94 158 148 143 106 151 117 127
PARENTS S S S S S S S S S S S S B S S S S S S S B S S B S S S S S S S S S S S S
S S S S S S S S S S S S
WORK STATUS G M G F G M G M G M G M G M G M G M G M G F G F G M G M G M G M G M
G M G F G F G F G F G F G F G F G F G F G F G M G F G F G F G M G M G M G M G M
G M G M G M G F G F G F G F G M G M G M G M
BOARD
GENDER

49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75
76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101
102 103 104 105 106 107 108
138 98 156 165 168 140 164 161 151 168 175 174 153 167 168 168 152 158 173 163 1
42 147 163 165 166 146 152 148 158 149 171 164 123 163 164 153 169 154 161 147 1
59 173 132 161 146 151 155 169 107 166 164 136 174 114 101 138 149 135 143 143
S S S B S S S S S S S S S S S S S S S S B S S S S S B B S S S S B S S S B S B B
S B S S S B S S S S S S S S S S S S S S
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
G G G G G G G G G G G G G G G G G G G G
M F F F F F F F F F F F M M M M M M M M M M M M F M M M M M M M M M M M F M M F
F F F F F F F F M F F F M M M F F F F F

109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128
129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148
149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168
158 121 161 156 161 148 169 147 172 150 164 117 154 150 117 141 115 123 161 91 1
60 103 155 168 157 138 156 138 154 155 153 143 142 132 139 166 164 151 170 153 1
49 136 157 176 154 133 162 155 159 126 124 153 168 122 134 160 161 152 163 153
S S S S S S S S S S S S S S S S S S S S S S S S S S S S S B B S B S S S B S S S
S S S S S S S S S S S S S S S S S S S B
G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G G
G G C C C C C C C C C C C C C C C C C C
F F M M M F M M F M F M M M M F M M M M F M M M M F M M F F M F M F M F F F F F
M M M M F M F F F M M M F M M M M M M M

169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188
189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208
209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228
122 160 146 163 170 149 129 119 136 121 169 167 151 171 142 123 113 142 155 139
151 132 160 140 114 161 170 160 160 145 162 164 160 159 153 161 145 152 174 176
177 178 173 158 152 172 176 144 155 163 140 171 154 152 163 163 181 161 156 166
S S S B B S S B S S S S S S S B S S S S S S B S S B S S S S S S S B S S S S B S
S B S S S S B S S S S S S S S S B B S S
C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C
C C C C C C C C C C C C C C C C C C C C
M M F F F F M M F M F F F F M M M F F F M M F M M F M M M F M M M F F M F F F M
M M M M F F F F F F F F F F F F F F F F

229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248
249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268
269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288
174 147 168 168 157 141 166 147 162 144 166 154 149 153 171 144 160 136 156 128
148 114 125 164 138 164 166 156 138 115 154 128 149 153 121 153 120 115 128 130
112 148 130 137 153 165 169 144 184 156 133 113 119 132 140 92 163 143 159 160
B S B S S S S S S S S S S S B S B B B S S S S S B S S S B B S S B S B B S S B B
B S S B B S S S S B S S S S B S S B B B
C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C C
C C C C C C C C C C C C C C C C C C C C
M M F F M F F M F F F F M F F F F F F F M M M F F M M M F F F F F F M F F F F F
M M M F F F F F F F M M M F M M M M M M

289 290 291 292 293 294 295 296 297 298 299 300
164 129 148 152 122 122 136 136 154 154 176 176
S S S B S S B B S S S S
C C C C C C C C C C C C
M M M F M F F F M M F F SD SED t-TEST 2.1754 0.1155 t-TEST
GENDER BASE MEAN FOR FEMALE 150 FOR MALE 150 PARENTS WORKING BOTH 55 SINGLE 245
BOARD BASE C.B.S.E 150 G.S.E.B 150 STSTUS 148.37 148.05 N 149.77 146.47
N MEAN 148.11 18.88 147.86 18.80 N 18.78 18.88 MEAN 18.01 19.62
MEAN SD SED 2.8046 0.1227 SD SED t-TEST 2.1749 1.5164

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