A STUDY OF HOME ENVIRONMENT OF IX CLASS STUDENTS WITH

MANAGEMENT AND LOCALITY

Mr. BHEEM PAD MAHATO 1

1. Faculty, ICFAI College of Education, Agarthala, Tripura, India Email:
mbheempad@gmail.com
KEYWORDS: Home environment, Management, Locality and IX class students.

ABSTRACT Man is social animal. All men were alike with respect to their biological needs.
A person’s environment is a vital part of his psychological adjustment. Differences are
created by social environment in which the needs are fulfilled. Adjustment is learned through
environment. The behavior of a person is the result of experiences he has passed through. The
main objective of the present study is to study the influence of locality and management on
the home environment of IX class students. Home environment scale developed by Babu, A
(2008) was adopted for the present study. A sample of 300 IX class students representing all
categories of secondary schools in Dhanbad District by following the standardized
procedures. ‘t’ and ‘F’ (ANOVA) tests were employed for analysis of the data. There is
significant influence of locality and management at 0.01 level of significance on the home
environment of IX class students. Government students have positive home environment
scores than the Aided students. The administrators have to provide facilities for Aided
schools. Urban students have positive home environment scores than the rural students. The
administrators have to provide facilities for rural students.

INTRODUCTION

“A measure of the quality and quantity of social, emotional and cognitive support that
has been available to the child with in the home” is called as home environment. Studies have
shown that the home environment affects the academic achievement in children. Many
people are raising children and looking to others for answers, whether it is day care centers,
schools, evangelists, counselors, or the government, shifting the blame for children’s
problems and decreasing parental responsibilities are becoming a societal norm.
Home itself is a complex unit. The assessment of its psychosocial environment is not
an easy matter. This is due to complexity of the phenomenon. Under investigation the number
of possible approaches that can be taken and the conceptual and methodological difficulties
with in each approach one of the major aims of the education is the development of whole
some personality. The student’s life is influenced by the home, school, teachers and peer

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group. Home is the primary agency to develop is responsibility to fulfill the requirements and
emotional needs of the children.
Over the past few years a number of studies have shown that the home environment
and its associated factors such as pupil’s perception, attitude towards parents, facilities
available in the home, sociological relations has got considerable influence over child’s
personality development.
As the human being develops and his structural abilities for organizing new
information become greater, he is able to use more complex schemata to understand the
outside world. Piaget sees this development as occurring in four steps. The schemata that
infants use learning is called sensor mother. Because infants intelligence uses the about the
time the child starts to talk. This is the preoperational period (from about 2 to 7 years of age)
It is the time.
REVIEW OF LITERATURE
Madhavi (2010) investigated that sex, locality, religion, father occupation, mother
education, academic achievement and residence have significant influence on the home
environment of 9th class students.
Malika (2011) investigated that sex, locality, management, annual income, mother’s
education, caste and academic achievement have significant influence on the home
environment of 9th class students.
Bhaskar, C. (2012) inferred that Management, Locality, Caste, Mother occupation
and Age have significant influence on the home environment of IX class students.
Kamalakar, K. (2013) investigated that gender management locality caste father
education mother occupation and age have significant influence on the home environment of
x class students.
Chamakuri Upendra (2014) found that there is significant influence of locality,
gender, mother education, residence, management, age, annual income, father education,
father occupation, type of family, size of the family, caste, mother occupation, academic
achievement and medium of study on the home environment of Intermediate students.
Lakshmi Prasanna, P (2015) investigated that management, caste, mother education,
father occupation, academic achievement, residence, age and medium of study have
significant influence on the home environment of Secondary school students.

Scope of the Study: The main intention of the present study is to find the relation of home
environment of IX class students with management and locality.

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Objective of the Study: To study the impact of management and locality on the home
environment of IX class students.

Hypotheses of the study

1. There would be no significant impact of ‘management’ on the home environment of

IX class students.

2. There would be no significant impact of ‘locality’ on the home environment of IX

class students.

Tools for the Study

1. The home environment questionnaire was adopted from Babu, A (2008). The tool
was highly reliable for the investigation. The total items are 60 there are 34 positive
items and remaining 26 are negative items. For the purpose of scoring numerical
values (weightages) were assigned to each of the three categories namely Strongly
Rarely, Often and Very often based on the Likert (1932) method.

2. Personal data regarding the teacher – 1. Name, 2. Management, 3. Locality

Data Collection

The sample for the investigation consisted of 300 IX class students in Dhanbad
district. The stratified random sampling was applied in three stages. The first stage is locality
i.e. rural and urban (150 + 150), the second stage is management i.e. Government, Private
and Aided schools (100 + 100 + 100) and third stage is sex i.e. Boys and girls (150 + 150). It
is a 2X3X2 factorial design with 300 sample subjects. The investigator personally visited
schools with the permission of the head masters of the schools. The IX class students who
attended to the school on the day of collection of data are considered for the purpose of the
investigation. It was provided to the concerned IX class students of the schools. The IX class
students were given necessary instructions about the instruments and motivated to respond
genuinely to all the items. The home environment questionnaire and personal data sheet were
administered. The data on each variable in the investigation is properly coded to suit for
computer analysis. The analysis was carried out on the basis of objectives of the investigation
and hypotheses formulated by employing appropriate statistical techniques. The inferential
statistical techniques ‘t’ and ‘F’ (ANOVA) tests were employed to test hypotheses.

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 RESULTS AND DISCUSSION

1. Management

The relationship of home environment of IX class students with their management is

studied in the present investigation. On the basis of management, the IX class students are
divided into three groups. The Government school students form with the Group – I, Group –
II forms with the Private school students and Group – III forms with the Aided students. The
corresponding home environment of IX class students of the three groups were analyzed
accordingly. The mean values of home environment of IX class students for the three groups
were tested for significance by employing ‘F’ - test. The following hypothesis is framed.

Hypothesis – 1

There would be no significant impact of ‘management’ on the home environment of

IX class students.

The above hypothesis is tested by employing ‘F’ - test. The results are presented in
Table – 1.

Table – 1: Influence of management on the home environment of IX class students

S. No. Management N Mean S.D. ‘F’ – Test

1. Government 100 127.13 8.77
2. Private 100 124.69 9.52 5.376**
3. Aided 100 123.03 8.21
** Indicates significant at 0.01 level

It is found from the Table – 1 that the computed value of ‘F’ (5.376) is greater than
the critical value of ‘f’ (4.68) for 2 and 297 df at 0.01 level of significance. Hence the
Hypothesis – 2 is rejected at 0.01 level. Therefore it is concluded that the management has
significant influence on the home environment of IX class students.

2. Locality

The relationship of home environment of IX class students with their locality is

studied in the present investigation. On the basis of locality, the IX class students are divided
into two groups. The rural students form with the Group – I and Group – II forms with the
urban students. The home environment of IX class students of the two groups were analyzed
accordingly. The home environment of IX class students for the two groups were tested for
significance by employing ‘t’ - test. The following hypothesis is framed.

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Hypothesis – 2

There would be no significant impact of ‘locality’ on the home environment of IX

class students.

The above hypothesis is tested by employing ‘t’ - test. The results are presented in
Table – 2.

Table – 2: Influence of locality on the home environment of IX class students

S. No. Locality N Mean S.D. ‘t’ - Test

1. Rural 150 122.37 8.40
5.185**
2. Urban 150 127.53 8.85
** Indicates significant at 0.01 level

It is found from the Table – 2 that the computed value of ‘t’ (5.185) is greater than the
critical value of ‘t’ (2.59) for 1 and 298 df at 0.01 level of significance. Hence the
Hypothesis – 2 is rejected at 0.01 level. Therefore it is concluded that the locality has
significant influence on the home environment of IX class students

Findings: There is significant influence of management and locality at 0.01 level of

significance on the on the home environment of IX class students.

Conclusions: In the light of the findings, the following conclusions are drawn. Management
and locality have significant influence on the on the home environment of IX class students.

EDUCATIONAL IMPLICATIONS

The findings of the present research have raised some important questions related to
the educational needs of the IX class students with special reference to their home
environment.

1. Management is the highly influenced in the home environment of IX class

students. Government students have positive home environment scores than the
Aided students. The administrators have to provide facilities for Aided schools.

2. Locality is the highly influenced in the home environment of IX class students.

Urban students have positive home environment scores than the rural students.
The administrators have to provide facilities for rural students.

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 REFERENCES

Babu, A (2008). A study of home environment of IX class students. M.Ed. Dissertation, Yogi
Vemana University, Kadapa

Bhaskar, C (2012). A study of home environment of IX class students. M.Ed. Dissertation,

Yogi Vemana University, Kadapa.

Chamakuri Upendra (2014). Impact of home environment on an achievement of

intermediate students. M.Ed. Dissertation, S.V.University, Tirupati.

Kamalakar, K (2013). A study of home environment of X class students. M.Ed. Dissertation.

Yogi Vemana University. Kadapa.

Lakshmi Prasanna, P (2015). A study of home environment of secondary school students.

M.Ed. Dissertation, Yogi Vemana University, Kadapa.

Likert, R (1932). A technique for the measurement of attitude. Archeological Psychology.

3(4):140.

Madhavi (2010). Impact of home environment on an achievement of 9th class students in

social studies in Chittoor district. M.Ed. dissertation, S.V.University, Tirupati.

Malika (2011). Impact of home environment on an achievement of 9th class students in

biological sciences in Tirupati area. M.Ed. Dissertation, S.v.University, Tirupati.