A study of Achievement Motivation of secondary School Students

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

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

Dr. Sanjay M. Gupta Department of Education Kadi Sar

va Vishwavidyalaya

Gandhinagar

LIST OF CONTENTS SERIAL NO. CONTENTS PAGE NO. 1. Chapter – 1 Problem and statement of the problem 1-10 1.1 Introduction 1.1.1 What is Motivation 1.1.2 Types of Motivation 1.1.1 Achievement 1.1.2 Socialization 1.1.3 Incentive Motivation 1.1.4 Fear Motivation 1.1.5 Change Motivation 1.1.6 Maslow Theory of Motivation 1.1.7 Definition of Need for Achievement. 1.1.8 Theory of Needs. 1.1.9 Achievement 1.1.10 Power 1.2 Statement of the Problem 1.3 Objective of the Study 1.4 Hypothesis 1.5 Importance of the Study 1.6 Delimitations of the Study 1.7 Definition of Key Words 1.8 Variables of the Study 1.9 Arrangement of the following Chapters 1.10 Conclusion 2. Chapter – 2 REVIEW OF THE RELATED LITERATURE 13-26 2.1 Introduction 2.2 Importance of Review of related literature 2.3 Related Studies 2.4 Analysis of the findings 2.5 Significance of the Present Study 2.6 Conclusion 3. Chapter – 3 RESEARCH DESIGN 28-32

3.1 Introduction 3.2Origin of the Problem 3.3 Population 3.4 Sample 3.5 Method of the Study

3.6 Tools for the Data collection 3.7 The Process of Data collection 3.8 Method of Data Analysis 3.9 Experiences during the Data collection 3.10 Conclusion 4. Chapter – 4 ANALYSIS AND INTERPRETATION OF DATA 33-60 4.1 Introduction 4.2 Analysis of data 4.3 Interpretation of data 4.4 Conclusion 5. Chapter – 5 FINDINGS, SUGESTIONS AND ONCLUSION 61-68 5.1 Introduction 5.2 Research summary 5.3 Finding 5.4 Discussing of Findings 5.5 Educational Implication of the findings 5.6 Suggestion. 5.6.1 General Suggestions 5.6.2 Direction for future Research 5. 7 Conclusion 6. BIBLIOGRAPHY 69-70 7. 8.

WEBLOGRAPHY APPENDIX

71 72

Frequency Distribution of Table List Sr. No. Table No. Table Title 1. 4.1 Achievement Motivation 2. 4.2 Achievement Motivation ts 38 3. 4.3 Achievement Motivation s 41 4. 4.4 Achievement Motivation er Gender-Male 44 5. 4.5 Achievement Motivation er Gender-Female 47 6. 4.6 Achievement Motivation er Parents working status-Single 7. 4.7 Achievement Motivation er Parents working status-Both 53

List of Graphs Sr. No. Graph No. Graph Title Page No. 1 4.1.1 Achievement Motivation 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

Page No. of Secondary School students 35 level of C.B.S.E Secondary School studen level of G.S.E.B Secondary School student level of Secondary School students as

p

level of

Secondary School students as p

level of 50 level of

Secondary School students as p Secondary School students as p

of Secondary School students 37 level of C.B.S.E Secondary School studen level of 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 Motivation er Parents working status-Single 7 4.1.7 Achievement Motivation er Parents working status-Both 55

level of

Secondary School students as p

level of 52 level of

Secondary School students as p Secondary School students as p

List of Abbreviations used in the Research work N- Number X – Average S.D- Standard Deviation SED- Standard Error of Deviation *Significant C.B.S.E- Central Board of Secondary Education G.S.E.B- Gujarat- Secondary Education-Board

CHAPTER¬¬-1 Problem and statement of the problem 1.1 Introduction 1.1.1 What is Motivation? 1.1.2 Types of Motivation 1.1.1 Achievement 1.1.2 Socialization 1.1.3 Incentive Motivation 1.1.4 Fear Motivation 1.1.5 Change Motivation 1.1.6 Maslow Theory of Motivation 1.1.7 Definition of Need for Achievement 1.1.8 Theory of Needs 1.1.9 Achievement 1.1.10 Power 1.2 Statement of the Problem 1.3 Objective of the Study 1.4 Hypothesis 1.5 Importance of the Study 1.6 Limitations of the Study 1.7 Definition of Key Words 1.8 Variables of the Study 1.9 Arrangement of the following Chapters 1.10 Conclusion CHAPTER-1 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. Motivation can be co nsidered with the state of having encouragement to do something. This is the motivation of a person to attain goals. The longing for achievement is inherent in every man, but not all persons look to achievement as their motiv ation. They are motivated by a goal. In order to attain that goal, they are will ing to go as far as possible. The complexity of the goal is determined by a pers on’s perception. The purpose of the study on Achievement Motivation is to find out the motivation behind every achieved goal. So the investigator has taken up the study. 1.1.1 WHAT IS MOTIVATION?

Many people know motivation as the driving force behind an action. This is proba bly the simplest explanation about motivation. Motivation can be considered the state of having encouragement to do something. Why do people do what they do? Why do we go on every day, living our liv es and trying to find justification for our existence? Some people think that th ey can find purpose in the things that motivate them. Others just see the motiva tion and react automatically. There is no one thing that motivates people to perform certain actions. People a re different, so it follows that their motivations have to be different. 1.1.2 TYPES OF MOTIVATION 1.1.1 Achievement This is the motivation of a person to attain goals. The longing for achievement is inherent in every man, but not all persons look to achievement as their motiv ation. They are motivated by a goal. In order to attain that goal, they are will ing to go as far as possible. The complexity of the goal is determined by a pers on s perception. To us, the terms "simple" and "complex" are purely relative. What one person thi nks is an easy goal to accomplish may seem to be impossible to another person. H owever, if your motivation is achievement, you will find that your goals will gr ow increasingly complex as time goes by. 1.1.2 Socialization Some people consider socialization to be their main motivation for actions. This is especially evident in the situation of peer pressure. Some people are willin g to do anything to be treated as an equal within a group structure. The idea of being accepted among a group of people is their motivation for doing certain th ings. 1.1.3 Incentive motivation This motivation involves rewards. People who believe that they will receive rewa rds for doing something are motivated to do everything they can to reach a certa in goal. While achievement motivation is focused on the goal itself, incentive m otivation is driven by the fact that the goal will give people benefits. Incenti ve motivation is used in companies through bonuses and other types of compensati on for additional work. By offering incentives, companies hope to raise productivity and motivate their employees to work harder. 1.1.4 Fear motivation When incentives do not work, people often turn to fear and punishment as the nex t tools. Fear motivation involves pointing out various consequences if someone d oes not follow a set of prescribed behavior. This is often seen in companies as working hand-in-hand with incentive motivation. Workers are often faced with a r eward and punishment system, wherein they are given incentives if they accomplis h a certain goal, but they are given punishments when they disobey certain polic ies. 1.1.5 Change motivation Sometimes people do things just to bring about changes within their immediate en vironment. Change motivation is often the cause of true progress. People just be come tired of how things are and thus, think of ways to improve it. 1.1.6 MASLOW THEORY OF MOTIVATION

The explanation of Maslow Theory is given in next page.

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

ill prove beneficial to raise the level of their interest of the (Gujarat- Secon dary Education-Board & Central Board of Secondary Education) English medium seco ndary school students. On the basis of the present study we will come to know about the mental ability of the English medium secondary school students of Ahm edabad for the study will help to enhance the ability level of the students. The present study will help to know the attitude of the students their studies a nd will help to have a proper attitude towards them. 1.6 Delimitations of the study According to John W. Best, (1953) “This Recognition helps to focus attention on valid objective and helps to minimi ze the degree of overgeneralization” The delimitation of the study is as follows:(1) The study is delimited to only English medium 10 Std students of C.B.S.E & G.S.E.B School of Ahmedabad city.

1.7 Definition of Key words Achievement is that state of mind in which one realizes its goal or targets to its satisfaction level. Motivation is that aspect of mind which stimulates ones to set and achieve the target. Thus Achievement Motivation is that mental stimu li which enforces on individual to realize its goal to its level of satisfaction . 1.8 Variables of the study The variables of present study are given in following table: Ta ble No-1 No Name of Variables Nature of Variable 1. Gender Independent variable 2. Parents working status Independent variable 3. Board C.B.S.E & G.S.E.B Independent variable 4. Achievement motivation Dependent variable 5. Only English Medium, 10 Std school students Control variable 1.9 Arrangement of the following chapters:Before every research work, it is essential to write the detail of every chapter in brief. The present study is divided in to five chapters. The arrangement of the following chapter is as under Chapter-2 is “Review of Related Literature” in which the importance of review of rel ated literature, Summary of the previous studies, analysis of the findings and s pecialty of the present study are discussed, Chapter -3 is “ Research Design ” in this chapter, the origin of the problem, popula tion and sample, method of the study, tools for data Collection process of data collection, methods of data analysis and experiences durian the data collection are discussed. Chapter-4 is “Analysis and Interpretation of the data” in which mean, standard devia tion, SED & t-test are calculated with the obtained score. Chaptre-5 is “Research summary Finding and suggestions” in the chapter the summary o f the study, findings, educational implication and suggestions as well as deprec ation for future studies are giving. 1.10 Conclusion:In the present chapter, the introductory part of the study was discussed. In whi ch statements of the problem, objectives of the study, hypothesis, importance of the study, limitations of the study, explanations of the terms, variables of th e study and arrangement of the following chapter we “Review of Literature” In which importance of the review of related literature, summary of the previous studies, analysis of the finding and specialty of the Present study are discussed. REFERENCES

(1) Sales, Edward,(2002) Total. Quality Management in Education London koga n page (2) Johannsen, Hano & Terry, G, (1986) international Dictionary of Management. London (3) http:// www.wekipedia.com/ (4) http:// www.educationindia.com/ CHAPTER-2 Review of Related Literature 2.1 Introduction 2.2 Importance of Review of related literature 2.3 Related Studies 2.4 Analysis of the findings 2.5 Significance of the Present Study 2.6 Conclusion

CHAPTER-2 Review of Related Literature 2.1 Introduction Education research aims to make contribution towards the solution of the problem in the field of education by the use of scientific Philosophical method; the me thod of critical reflective thinking W.M.Traverse has defined the term “Educationa l research” educational research is that activity which is directed towards the de velopment of science of behavior in educational situation By the review of literature the study becomes for the researcher in order to hav e complete and thorough understanding of the works citied in India and also it i s possible to reform in this field as well as to stop the repetition of the stud y. The review of literature also gives the information about the method and the suggestions of the researchers. The researcher study the researcher done in the field of research for make this study more exact clean and power full and to get the success of the study. For the review of literature the researcher prepare the list of past syllabus st udy and then criticize about 10 researches. In short by seeing the past studies one can get the way for his own study some of the important works are reviewed h ere.

2.2 Importance of Review of Related literature Educational research is considered as the foundation of education. It is essenti al to study the related literature it useful in problem and understanding develo ping the idea of research design. According to Walter R.Borg and M.D.Gall (1983) “The related literature in any field forms the foundations upon which all the futu re work will be built” Review of related Literature helps to solve the problem of the research with the

help of previous literature .It helps to know how to interpret data, analysis a nd data collection. The importance is as follows 1. Researcher studies the same research in a different ways and gives the import ance& on those studies, the researcher managed it very carefully. 2. With the help of review of literature we know the aim of the research and the ir results and for that we classify the information. 3. We come to know the deep knowledge of the sample. And get clear Picture of the sample. 4. These literature will help to give proper guidance & avoid confusion 5. We come to know the problem arises in the previous research so we are aware o f these problems and while doing research will avoid such things. 6. These researches are helpful for future research.

2.3 Related Studies 2.3.1 Researcher- Bharti Year1984 TitleA study of Achievement Motivation and self– Consciousness of early ado lescence Objectives1. To study the Achievement Motivation with caste. 2. To study the Achievement Motivation is coming from Economic status. Sample- The sample has been taken from higher secondary and junior college Hyder abad, considerations the age, caste, and socio- economic status includes 180 boy s, &180 girls in which 60 boys& 60girls were from law socio-economic background. Tool- Rao-Socio economic scale (1973) Mehta-Achievement Motivation test (1969) self Thought .Inventory, Ideal self thought consideration these to pts. Research Method- It is survey type of research. 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- Raghav Year1985 TitleTo see the effect of socio-economic level & educational backgrou nd of Achievement Motivation of 9th grade students. Objectives – 1.To study sex role is Achievement Motivation, Adjustment and perception of the person. 2. To study the Achievement Motivation of higher intelligence Students is high compare to lower intelligent Students. 3. To study Achievement Motivation Development course Sample- For the Co-operation of 9th grade students we conduct the Test. There ar e two groups (1) Experimenter group of 100 students and (2) Control group of 100 students. Tools- Mehta, TAT test, Achievement Motivation test scale of Early Adolescences , Scale of class room trust, Dependency scale &Mehta Perception test were used. Research Method- It is survey type of research. Finding (1) There is no effect of sex role is seen in Achievement Motiva tion, adjustment and perception of the person. (2) The Achievement Motivation of higher intelligence Students is high compare t o lower intelligent Students .In short we seen Achievement Motivation in higher intelligence students. (3)Achievement Motivation Development course with the help of this course we dev elop Achievement Motivation of the students. 2.3.3 Researcher –Ahluvallia Year1985 Title - A study the effect of Achievement Motivation on different point. Objectives- 1. To study the Achievement Motivation on ca ste

2. To study the Achievement Motivation of birth order of the children. 3. To study Achievement Motivation with economic background of family, upbringin g of rural & urban area, size of family. 4. To study Achievement Motivations come from external Sources. Sample- In 8 to 12th grade, 200 students & 480 students of government, private , & central school had given Progressive Metasis test by Ravan those were chosen had score 25 and 75. 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 of 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 mily, upbringing of rural &urban area, size of family. 4.The negative effect seen on students whose Achievement Motivations come from e xternal sources. 2.3.4 Researcher- Mansuri Year1986 Title- A study the 5, 6,7th grade student’s mental, social statuses on Achievement Motivation. Objectives- 1. To study the Achievement Motivation of the students. 2. To study grades shown in Achievement Motivation of the s tudent’s higher grade show high Achievement Motivation. 3. To study of anxiety Shaw the level the level of Achievemen t Motivation of students. 4. To study Achievement Motivation is high of those students whose ge neral aptitude is good. Sample- 5, 6,7th grade 1100 students form sabarkantna area Tools- To measure socio-economic class- B.V Patel and I.A. Vora Test. J.Scale o f Achievement Motivation, Measurements’ of Anxility K.R.Nijawan and Ability scale J.Z.Patel scale. Research Method - It is survey type of research. Finding 1. The success shows the Achievement Motivation of the students. 2. The effect of different grades shown in Achievement Motivation of the student s higher grade show high Achievement Motivation. 3. The level of anxiety Shaw the level of Achievement Motivation of students. 4. The Achievement Motivation is high of those students whose general aptitude i s good. 2.3.5 Researcher –Aruna Agarwal Year- 1988 Title- A study of the relationship between motivation and Personality needs of adult learners . Objectives 1. To examine the role of different motivational techniques amon g adult learners, 2. To study the Personality Profiles’ of those who are at the extreme end s of the motivational continues 3. To study the needs of adults learners across different demographic ca tegories. Sample- Ages 17, 18, 20 adult students 176 male & 224 female. Tool- Mehta, TAT test, Achievement motivation test scale of Early Adolescence s, Scale of class room trust, Dependency scale &Mehta Perception test were used. Research Method –It is survey type of research. Finding- 1.When males and females were compared for their motivations it was fun d that out of seven areas of Motivation males, were found to be highly motivated in economic, gains, while females were highly motivated for increasing their ab ility. 2. The lowest score for males was for curiosity and for female it was ec

onomic gains. 2.3.6 Researcher- Shanti Pramod Year- 1996 Title- A study the Achievement Motivation, level of anxiety educational achiev ement, potentiality and memory span in future on 11th grade students of 30 years & girls. Objectives 1. To study Achievement Motivation in girls & boys and level of anxiety in educational achievement of boys. SampleFrom Tamil Nadu, 300 students were taken from 11th grade of boys & g irls. ToolsPragya Mehta-Achievement Motivation Inventory (1969) Research Method- It is survey type of research. FindingIt shows high Achievement Motivation in girls compare to boys an d seen level of anxiety in educational achievement of boys. 2.3.7 Researcher- Suman L.N and Aanchal Umapathi Year1997 Title - A study the relation between father mother and children with Achievement Motivation in adolescence. Objective 1.To study the Achievement Motivation of boys & girls. 2. To study the study of high Achievement Motivation&Those pare nt child relation is not unhealthy low Achievement Motivation. Sample- In 9th grade 219 students with 11.9 age sample were choos en. ToolsRao 1978 Questionnaires of relation between mother father and th eir child Mukherjee 1965 sentence completion 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- 2000 Title - A study the problem of secondary students and their Achievement. Objectives-1.To study higher secondary boys & girls with educational achiev ement economical educational vocational problem. 2. To study educational achievement of boys & girls in higher secondary school and religious problem. SampleThe 300 Students were taken form 6 village and 4 urban area scho ol. ToolsBadami- Inventory on student’s problems Research Method- It is survey type of research. Finding 1.There is a relation between higher secondary boys &girls with educational achievement economical educational vocational problem. 2. There is no relation between educational achievement of boys &girls in higher secondary school and religious problem. 2.3.9 Researcher- Prajapati Pankti Year-2005 Title- A study Achievement Motivation of 11th grade in relation with gender role, different streams, educational achievement, and mother educati on. Objectives- 1. To study the Achievement Motivation of boys and girls. 2. To study the Achievement Motivation of dif ferent Stream students. 3. To study the Achievement Motivation and the mot her education of the students. 4. To study the Achievement Motivation and the educatio nal achievement of the students. Sample- 110 students from 11th grade in those 64 girls and 46 boys.

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 significant difference between Achievement Motivation of d ifferent stream students. 3. There is a significant difference between Achievement Motivation and the educational achievement of the students. 4. There is no significant difference between Achievement Motivation and the mother education of the students. 2.3.10Researcher-Vidhyadhar Year2008 Title- A study Achievement Motivation on mental energy level. Objectives- 1. To study the Achievement Motivation of non tribal and Tribal’s boys and girls. 2. To study Achievement Motivation of tribal’s girls and Non tribal’s girls. 3. To study Achievement Motivation of tribal’s boys and Non tribal’s boys. Sample- Kalahandi Belangir and Kohrapur Orissa-3 district- secondary school of 6 00 students so ST & Non ST was selected. Tools- P.N. Malohtra-Intelligent Test and Dev Mohan Achievement Motivation Test . Research Method- It is survey type of research. Finding 1. The Achievements Motivation of non tribal’s boys is more than A chievement Motivation of tribal’s boys. 2. The Achievement Motivation of Non Tribal’s girls is more than Achievement Motiv ation of Tribal’s girls. 3. The achievement motivation of Tribal’s boys more than Achievement Motivation of Non Tribal’s girls 4. The Achievement Motivation of Tribal’s girls are more than Achievement Motivati on of Non Tribal’s boys. 2.4 Analysis of the findings By reviewing the past related literature it becomes clearly visible that all res earch were done on Achievement Motivation. Raghav(1985) seen Achievement Motivation of higher intelligence students is high compare to lower intelligent students. In short we seen Achievement Motivation in higher intelligence students. Ahluvallia (1985) Seen Achievement Motivation with economic background of family upbringing of rural& urban aria, size of family there is no Achievement Motivat ion level of student. Mansuri (1986) seen the middle socio-economic class of the students Shows law ac hievement motivation as compare to higher socio- economic class students. Shanti Pramod (1996) seen It shows high achievement Motivation in girls compare to boys and seen level of anxiety in educational Achievement of boys. Suman L.N and Aanchal Umapathi (1997) seen those parent child relation is healt hy will show high Achievement Motivation& those parent child relation is not unh ealthy will law Achievement Motivation level. Prajapati Panket (2005) seen IT shows Achievement Motivation boys and girls and to different stream student level of Achievement Motivation. Vidhyadhar (2008) Seen It shows the Achievement Motivation of tribal’s boys more than Achievement Motivation of non tribal’s girls is level of Achievement Motivati on. These Researches were done on Ph.D and at MEd. level. In all these reviewed literature as a Research method survey method was used, 2.5 Signification of the present study By reviewing the past related literature it becomes clearly visible that the pre

sent study contains many specialties than the previous studies i.e.as mentioned below. Achievement Motivation of secondary school students, Achievement Motivation of C .B.S.E & G.S.E.B Secondary School students, gander and respect of parents workin g states of secondary school students. 2.6 Conclusion:The present chapter is “The Review of Related Literature” .In which the importance o f the review of related literature, summary of the previous studies, analysis of the findings and specialty of the present study was discussed. The next chapter is about the design of research. In which the origin of the pro blem, population, sample, research method, tool for the data collection, process of the collection, techniques of data analysis and experiences during the data collected are discussed. REFERENCES 1. Rao and Mehta (1979). In Buch, M.B. (1983-88) fourth survey of Researc h in education. Vol.I New Delhi, NCERT. 2. Bharati, G (1984). A study of self- concept and Achievement Motivation. Of early Adolescents Osm. U. Research in Psychology of education – Abstracts page340 3. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivation . Agra University. Research in Psychology of education – Abstracts page-333 4. Raghava.G (1985). A study of Achievement Motivation Development in the pupils of Nineth standard with various Socio-Economic levels and studying the ef fects. Mys. U Research in Psychology of education- Abstracts Page-420 5. Mansuri A.R. (1986). A study of Achievement Motivation of students of stds. V , VI and VII in relation to some Psycho-Socio factors. SPU. Research in Psycholo gy of education-Abstracts page-398 6. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Research M ethodology, 5th Edition. University of Library board. Ahmedabad, Gujarat 7. Shah, Gunvanth (1993). Educational 3rd Year. University of Library board Ahm edabad, Gujarat 8.Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency, achieve ment, motivation anxiety and academic Performance among eleventh standard boys and girls. Indian Journal of Psychology, 1996, Vol.33 No.1 Page 34-38. 9.Prajapati, elation with r education. 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 Achievement 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 Population 3.4 Sample 3.5 Method of the Study 3.6 Tools for the Data collection 3.7 The Process of Data collection 3.8 Method of Data Analysis 3.9 Experiences during the Data collection 3.10 Conclusion

CHAPTER-3 Research Design 3.1 Introduction The previous chapter was “Review of Related Literature” In which importance of revie w of related literature, summary of the previous studies and analysis of the fin dings as well as the specialty of the present study were discussed. A research design is a plan of action. Research without proper design is like a ship without captain. A research design is the plan, structure and strategy of i nvestigation conceived so to obtain answers to research question. Well planned d esign is the basic need for each research. The present chapter is “ Research Design” In which origin of the problem, populatio n, sample, method of the study, tool for data collection, the process of data c ollection, method of data analysis and experience during the data collection are discussed. 3.2 Origin of the Problem During my past experience and varies Teaching training Project that there is a d eference between various factors in respect to Achievement motivation level amon g Male &female gender subsequently state board, and central board, also with th e working states of students parents. As to find out deference between the Male Achievement Motivation level may defer s from the Female gender motivation level .I conducted the test in total on 30 0 students. Which include randomly both the gender. On comparing the Achievement Motivation level in two boards such as C.B.S.E & G. S.E.B.I have selected randomly 150 students from each board. The external factor which are in directly affecting the Achievement Motivation l evel of students is their parents working states ,In which the two factor are su ch, whose only one member from their parents are working might be defer from th

e Achievement Motivation level of the students where both the parents working. 3.3 Population All students of C.B.S.E and G.S.E.B English medium secondary school (STD 10t h) of Ahmedabad city are population for the study. 3.4 Sample Stratified Random sampling was used to identify the sample for the study. Two lists of schools were prepared i.e. one of G.S.E.B schools and other of C.B.S.E schools. According to by Garret (1973) “Various techniques have been devised for obtaining a sample which will be representative of its population” Three schools from each board list was selected randomly i.e. 3 schools of C. B.S.E & 3 schools G.S.E.B. Table No.3.1 S. No Name of C.B.S.E. School No of Students 1. Rachana School 50 2. Lotus School 50 3. Kendriya Vidyalaya (Sabarmati) 50 S. No Name of G.S.E.B. School 1. Sabarmati High School (Sabarmati) 50 2. N.R. High School (Low Garden) 50 3. Amrit Jyoti School 50 Total 300 50 students from each school were selected. And three schools were selected from each board (C.B.S.E. & G.S.E.B.). In this way 300 students are taken. 3.5 Method of the Study It is essential to use appropriate method to find out the correct solution of th e problem. Various types of methods are employed for the educational research. According to K.G. Desai “Survey means to derive information about various things from the selection of the study and find main trends from it and to describe to interpret it” In the present study, the survey method was used for the purpose of acquiri ng response from English Medium secondary school students of Ahmedabad city to e valuate their Achievement motivation of the students. 3.6 Tools for the Data collection DEO-MOHAN Achievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha Mohan was administrated to study the level of achievement motivation of school students. 3.7 The Process Data collection Investigator will collected Data personally from the school included in sample 3.8 Method of Data Analysis To analysis the collected data, various statistics techniques were used in the p resent study. The classification of data was done according to the variables, ge nder, parents working status, board (C.B.S.E & G.S.E.B). To decide the level of different Achievement Motivation of secondary students, m ean, SD, SED, t-Test, were calculated. On were done with the help of computer. 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 ers gave satisfactory responses by giving the time from their busy and fixed sch edule. However I had tried my level best to collect the data in time from all the te achers of secondary schools. Moreover there established a new relationship with

teachers and principals of the schools due to present study. 3.10 Conclusion In the present chapter, the design of the research was discussed .In which origi n of the problem, details regarding sample, population, method ,of research, too ls for the data collection, procedure of data collection, statistical techniques used for analyzing the data and experiences during the data collection were giv en under different captions. The Next chapter is about the classification, analysis and interpretation of the data. This, the calculation of the obtained score, testing hypothesis and its interpretation is carried out.

REFERENCES (1) Best, J.W and khan, J.V (2002) Research in Education, New Delhi, Prentics Hall of India Pvt. Limited. (2) Koul, L (1984) Methodology of Education, research. New Delhi, Morden Prent ics (3) Agarwal, J.C (1966) “Education Research Introduction” New Delhi Acharya Book De pot CHAPTER 4 ANALYSIS AND INTERPRETATION 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 Students 4.2.2 Achievement Motivation of C.B.S.E Secondary School Students 4.2.3 Achievement Motivation of G.S.E.B Secondary School Students 4.2.4 Achievement Motivation level of Secondary School Students as per Gender-Male 4.2.5 Achievement Motivation level of Secondary School Students as per Gender-Female 4.2.6 Achievement Motivation level of Secondary School Students as per their parents working status –SINGLE 4.2.7 Achievement Motivation level of Secondary School Students as per their parents working status –BOTH 4.3 Interpretation 4.4 Conclusion CHAPTER 4 ANALYSIS AND INTERPRETATION OF DATA 4.1 Introduction In chapter 3 of the present study, the decision of study was presented was cover ing which origin of the problem. Selection of the sample, population, method of research, tool for data collection, procedure of data collection, techniques of data analysis and experiences during the data collection were included. The research work is not completed with the collection of data using various too ls of the research but the research becomes worthwhile only with proper classifi cation and analysis of the data. In the present chapter, the null hypothesis related to the objections of the stu dy is examined with classification, analysis and interpretation of the data. 4.2. Analysis of Data 4.2.0 Criteria for the level of Achievement motivation Two stencil keys are to be used for scoring, one for positive items and one for negative items .A positive item carries the weights of 4, 3, 2, 1 and 0 and nega

tive item is to be scored 0, 1, 2, 3, and 4 for the some categories respectively that are given above. Separate keys for positive and negative items are provide d. The total score is the summation of all the positive and negative items score s. To classify Achievement Motivation area wise and as a whole in three level Lo w. Average, High were calculated with aria wise and entire frequency distributio n, According to these percentage, the level of Achievement motivation were worke d out the following criteria is presented in table no 4.2.0

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

4.2.1 Achievement Motivation of Secondary School Students The frequency distribution was prepared with the ranking of responses of the Sec ondary students on the statements as per the scoring scheme. Described in paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut ion, mean, standard deviation, is calculated .This data is presented in Table-4. 2.1 (A) The Frequency Distribution of score of Achievement Motivation of Secondary Schoo l Students Table-4.2.1 (A) Class Frequency 91-123 48 124-168 220 169-184 32 Total(N) 300 Average Mean( x̄ ) 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 the number of character obtain from each level and their percentage i s shows in table 4.2.1(B) Level of Achievement Motivation of Secondary School Students Table 4.2.1(B) Level No of students Percentage Low 48 16 Average 220 73.4 High 32 10.6 The Graphical Presentation of the table 4.2.1 (B) is made in graph 4.2.1 Graph- 4.2.1(B)

4.2.2 Achievement Motivation of C.B.S.E Secondary School Students 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 raph 4.2.0 and by classifying the score obtained from it with frequency distrib ution ,average, mean, standard deviation are calculated This data is presented in Table-4.2.2 (A) The Frequency Distribution of score of Achievement Motivation of C.B.S.E Seconda ry School Students Table-4.2.2 (A) Class Frequency 91-123 21 124-168 109 169-184 20 Total(N) 150 Average Mean( x̄ ) 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 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 109 which are in class 124-168. The characters of the sample were classified as per above According to this clas sification the number of character obtain from each level and their percentage i s shows in table 4.2.2(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 Graphical 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 students on the statements as per the scoring scheme. Described in paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut

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

Achievement Motivation level of G. S.E. B Secondary School Students Table-4.2.3 (B) Level No of students Percentage Low 27 18 Average 111 74 High 12 8 The Graphical 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-Male The frequency distribution was prepared with the ranking of responses of the Sec ondary students on the statements as per the scoring scheme. Described in paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut ion, average, mean, standard deviation are calculated This data is presented in Table-4.2.4 (A) The Frequency Distribution of score of Achievement Motivation of ool Students as per Gender-Male Table-4.2.4 (A) Class Frequency 91-123 40 124-168 98 169-178 12 Total(N) 150 Average Mean( x̄ )

147.86

Secondary Sch

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 the highest number of students are 98 which is in class 124-168. The characters of the sample were classified as per above According to this clas sification the number of character obtain from each level and their percentage i s shows in table 4.2.4 (B) Achievement Motivation level of Secondary School Students as per Gende r-Male Table-4.2.4 (B) Level No of students Percentage Low 40 26.6 Average 98 65.4 High 12 8 The Graphical Presentation of the table 4.2.4 (B ) is made in grap h 4.2.4 Graph-4.2.4 (B)

4.2.5 Achievement Motivation level of Secondary School Students as per 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 paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut ion, average, mean, standard deviation is calculated. This data is presented in Table-4.2.5 (A) The Frequency Distribution of score of Achievement Motivation of Secondary Sch ool Students as per Gender-Female Table-4.2.5 (A) Class Frequency 94-122 8 123-168 122 169-184 20 Total(N) 150 Average Mean( x̄ ) 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 the 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 Students 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 parents working status -SINGLE The frequency distribution was prepared with the ranking of responses of the Sec ondary students on the statements as per the scoring scheme. Described in paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut ion, average, mean, standard deviation is calculated .This data is presented in Table-4.2.6 (A) The Frequency Distribution of score of Achievement Motivation level of Secondary School Students as per their parents working status SINGLE Table-4.2.6 (A) Class Frequency 91-123 41 124-168 182 169-184 22 Total(N) 245 Average Mean( x̄ ) 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 the number of character obtain from each level and their percentage i s shows in table 4.2.6( B)

Achievement Motivation level of Secondary School Students as per their parents w orking status –SINGLE Table 4.2.6 ( B) 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 Graph- 4.2.6 (B)

4.2.7 Achievement Motivation level of Secondary School Students as per their p arents working status -BOTH The frequency distribution was prepared with the ranking of responses of the Sec ondary students on the statements as per the scoring scheme. Described in paragr aph 4.2.0 and by classifying the score obtained from it with frequency distribut ion, average, mean, standard deviation is calculated .This data is presented in Table-4.2.7 (A) The Frequency Distribution of score of Achievement Motivation level of Secondary School Students as per their parents working status –BOTH Table-4.2.7 (A) Class Frequency 112-123 6 124-168 39 169-181 10 Total(N) 55 Average Mean( x̄ ) 148.05 SD 18.48 It is revealed from the table-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 students is very high In above table we can see tha t the highest number of students are 39 which is in class 112-168. 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 4.2.7 (B) Achievement Motivation 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 High 10 18.8 The Graphical Presentation of the table 4.2.7(B) is made in graph4.2.7

Graph-4.2.7 (B)

4.3 Interpretation Once the research data have been collected and the analysis has been made, the r esearcher can process to the stage of interpreting the results. The process of i nterpretation is essentially one of stating what the results show. It calls for a careful, logical of the results obtained after analysis, keeping in view the l imitations, of the selected sample, the tools selected and used in the study. Objective: To compare mean scores of Achievement Motivation of C.B.S.E and G.S.E.B Secondary School Students Ho1: There is no significant difference between the mean scores of C.B.S.E an d G.S.E.B Secondary School Students Comparison of Mean Scores of Achievement Motivation of C.B.S.E and G.S.E.B Secon dary School Students The Second objective was “to compare mean scores of Achievement Motivation of C.B .S.E and G.S.E.B Secondary School Students” There were two board C.B.S.E & G.S.E .B The data was analyzed with the help of t-test and the results are given belo w in Table – 4.1 Board wise N, M, S.D, & t-Values of Achievement Motivation Board N C.B.S.E 150

Mean(M) S.D.

149.77 18.01 * G.S.E.B 150 146.47 19.62

2.17

SED

t- Value

1.5

t<0.05

Remarks

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

N 150

Gender wise N, M, S.D & t-Values of Achievement 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 Motivation of Male and Female Seconda ry School Students does not differ significantly. Thus, the hypothesis “There is n o significant difference between the mean scores of Male and Female Students” is n ot rejected so we can say there is no effect of Male and Female of Achievement M otivation of secondary school students. Objective: To compare the Achievement Motivation of students with respect to their parents working status Ho3: There is no significant difference between Achievement Motivations of students with respect to parents working status. Comparison of Mean Scores of Achievement Motivation of students with respect t o parents working status. The four objectives were “to compare mean scores of Achievement Motivation of stud ents with respect to parents working status.” There were two level SINGLE & BOTH T he data was analyzed with the help of t-test and the results are given below in Table – 4.3 Parents working status wise N, M, S.D & t-Values of Achievement Motivation Parents working status N MEAN(M) S.D SED t- Value Remarks SINGLE 245 148.05 18.88 2.80 0.12 t<0.05 * BOTH 55 148.37 18.78 * Significant at 0.05 level From table 4.3, it is found that the t -value 0.12. Which is lesser than 1.96. I t shows that the mean score of Achievement Motivation of parents working status SINGLE and BOTH does not differ significantly. Thus, the hypothesis “There is no s ignificant difference between the mean scores of SINGLE and BOTH parents Student s” is not rejected. So we can say there is no effect of single and both parent wor king status of Achievement Motivation. 4.4 Conclusion. This chapter was the discussion of analysis and the interpretation of the data o f the study. The next chapter is the discussion about the findings, suggestion a nd the new area for research related with the study.

REFERENCES (1) Aagarwal , Y. P.(1990) Statistical methods concept, Applications and computation New Delhi, Sterling Publisher Pvt. Ltd. (2) Mangal, S.K (2005) “Statistics, 2nd Edition New Delhi Prentice Hall of India P vt. Ltd.

(3) http:// www.educationindia.com CHAPTER – 5 FINDINGS, SUGGESTIONS AND CONCLUSION 5.1 Introduction 5.2 Research Summary 5.3 Finding of the study 5.4 Discussion of Finding 5.5 Educational Implication 5.6 Suggestion. 5.6.1 General Suggestions 5.6.2. Direction for future Research 5.7 Conclusion CHAPTER – 5 FINDINGS, SUGGESTIONS AND CONCLUSION 5.1 Introduction The researches carried out in the field of education contribute one or the other things in this field which can be useful to the society, moreover, the research help all those individually who are involved with education. The essence of investigation’s hard work can be seen in this chapter of the work . The inferences open the future directions of the research and inspire to mak e attempts to solve problem of the study. The investigator has presented in this chapter the research summary, inference s, implication and suggestion on the basis of quantitative information of the pr evious chapter and also attempted to focus on future research. 5.2 Research Summary The investigator, at first selected a problem suitable to the research. The prob lem statement of this problem was as under: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 Motivation of C.B.S.E & G.S.E.B secondary school students. 3. To compare the Achievement Motivation of Male & Female secondary school stude nts. 4. To compare the Achievement Motivation of students with respect to these paren ts working status. The understated hypotheses were formed on the basis of these objectives. 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 Achievement 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 Students Rachana School (Shahibaug) 50 Lotus School (Satellite) 50 Kendriya Vidyalaya (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 Achievement Motivation with help of test and to find out effect of various variables on Achievement Motivation of the student s. As for their Gender Independent variable, parents working status Independent variable, Board C.B.S.E & G.S.E.B Independent variable, Achievement Motivation I ndependent variable and only English Medium school students control variable. Tools for collection DEO-MOHAN Achievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha Mohan was administrated to study the level of achievement motivation of sch ool students Data Collection Method The subjects of the sample were gathered in a separate class-room and were given instructions, according to the rules and regulations suggested. By the test des igner. 5.3 Finding of the study 5.3.1 Achievement Motivation of secondary school students It was found that the majority of the students fall in the category of Average a nd high level of Achievement Motivation. Only 6th parts of total students were f ound in low level of Achievement Motivation. 5.3.2 Board base of Achievement Motivation of secondary school students Types of Board (C.B.S.E & G.S.E.B) does not affect the level of learners. It m eans students of C.B.S.E & G.S.E.B, do not differ significance in level of motiv ation. 5.3.3 Gender base of Achievement Motivation of students of secondary school. Gender does not have any effect on the level .It means Male and Female students do not differ significance in level of Achievement Motivation. We can say there are no effect of single and both parent working status of Achievement Motivatio n. 5.3.4 Parents working status and Achievement Motivation of students of secondary school. Parents working status does not affect the level of Achievement Motivation of ch ildren, Meaning thereby, It makes no difference on the level of motivation of ch ildren whether both or single of the parents are working. 5.4 Discussion of Finding The discussion of finding of the present and previous studies is presented here so that the similarities between the findings of the present studies and previou s studies can be more understood. In the present study, Achievement Motivation of secondary school students the fi ndings similarly related to it seen in the previous studies of Shanti Pramod(199 6),Suman L.N. and Aanchal Umapath(1997) Prajapati Pankti (2005),In which seen th e same no effect of gender role of Achievement Motivation of the student. In the present study, highest Numbers of the students good Achievement Motivatio n of parents Profession .The similar types of finding can be seen in previous s tudy of M. Selvam and S. Soundravoli (2000), In which relation between parents working status single and both in this types of study was seen no effect of Achi evement Motivation of the students. In the present study, there was observed no significant effect of C.B.S.E and G. S.E.B Board Achievement Motivation of the students. In this study was not Resear ch for the Particular field so there is no significant difference C.B.S.E & G.S. E.B Achievement Motivation of secondary students.

5.5 Educational Implications The educational implications of this study are as under 1. The open thinking will be useful in Achievement Motivation of students 2. The Achievement Motivation ability test will also be useful enrolling student s in the schools. 3. This study will be helpful to the students in the development of reasoning an d thinking power in various extra activities such as Geometry, Painting, writing and expression etc. 4. Achievement Motivation of the students encourage to towards developments of t heir personal life. 5. The Achievement Motivation will be help full to maintain decoration in govern ment offices in punctuality and discipline. 5.6 Suggestions In modern times, the students have always in confusion to select their career. W hat they want to do, their field of interest, through which way they can achieve high, all these questions are very important in their life. In every Achievemen t there are certain requirements, and it is very difficult to say that what the person’s achieve but up to some extent we can predict. This Achievement Motivation study is very important for future and for next generation to help and to find out the level of Achievement Motivation of the students. To increase the Achieve ment Motivation of their student the parents put efforts since from their studen ts. 5.6.1 General Suggestions 1. The students should take interest in their class in which they study then act ual achievement motivation can be calculated. 2 The study of Achievement Motivation changes according to environmental conditi on. 3. Achievement Motivation & the intelligence both the things keep in mind and to be studied. 4. In Achievement Motivation study, we study from different variables like size of the family, economic condition, birth order, parent’s occupation etc. 5. With the help of Achievement Motivation we can study the personality of the h uman being. 5.6.2 Direction for future Research The field of education is vast new researches can be done with the adaptation on e or other way. Following other research also can be undertaken with present stu dy. 1. To study Achievement Motivation intelligence with their students who have rig ht. 2. To find the relation of need for Achievement and adjustment on creativity 3. To study Achievement Motivation of Graduate and Non-Graduate mother has 08th and 09th grade children 4. To study Achievement Motivation of the caste in relation with grade wise. 5. To study Achievement Motivation in relation with caste, class, father’s occupat ion 5.7 Conclusion In the present study a gentle and a humble attempt has been made to assess the A chievement Motivation in Secondary School students with the finding of the prese nt study. The investigator has taken all possible precautions. Inspire of that t here are possibilities of some defects because of the limited experience of the research which can be pardoned. BIBLIOGRAPHY

1. Rao and Mehta (1979). In Buch, M.B. (1983-88) Fourth survey of Research in education. Vol.I New Delhi, NCERT. 2. Gupta, PL (1983). A study of personality Characteristics of Ninth Grade over and under achieving Boys and Girls at different levels of Achievement Motiv ation. Punjabi U. Research in Psychology of education – Abstracts 3. Bharati, G (1984). A study of self- concept and Achievement Motivation. Of early Adolescents Osm. U. Research in Psychology of education – Abstracts.page340 4. Gyanoni. T.C. (1984). Frustration Reaction as Functions of Achievement Motivation and anxiety at different age levels. Unpublished PhD Thesis, Agra Uni versity. 5. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivatio n. Agra University. Research in Psychology of education – Abstracts. page-333 6. Raghava.G (1985). A study of Achievement Motivation Development in the pupils of Nineth standard with various Socio-Economic levels and studying the ef fects. Mys. U Research in Psychology of education- Abstracts Page-420 7. Mansuri A.R.(1986). A study of Achievement Motivation of students of std s. V, VI and VII in relation to some Psycho-Socio factors. SPU. Research in Psyc hology of education-Abstracts page-398 8. Mishra, O.P. and Srivastava, S.K. (1988). Manual of castello Achieveme nt Motivation Scale. Haridwar, Ambika Pustak Sadan 9. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Resear ch Methodology, 5th Edition. University of Library board. Ahmedabad, Gujarat. 10. Shah, Gunvanth (1993). Educational 3rd Year. University of Library boar d Ahmedabad, Gujarat. 11. Shanthi, Pramod (1996). Future time perspective, Cognitive Efficiency, achievement, motivation anxiety and academic Performance among eleventh standard boys and girls. Indian Journal of Psychology, 1996, Vol.33 No.1 Page 34-38. 12. Prajapati, Pankti (2005). A study of Achievement Motivation of 11th gra de in relation with gender role, different streams, educational achievement, and mother education. Research paper unpublished. 13. Chauhan, Priti (2006). A study of Achievement Motivation in context o f the class & gender role. Young researchers were participated. Research paper p ublished in Ahmedabad. 14. Jansari, Ashwin (2006). Gujarati Adaptation of Achievement Motivation Inventory (AMI), Gujarati Journal of Psychology .Vol. 17 page-6-8 15. Dave, Usha J. (2009). A study of Achievement Motivation of 9th grade in relation with gender role, educational achievement, economical status, father o ccupation. Research paper unpublished. 16. Desai, Daulatbhai, Dr. Ameeta Govind, Studies in Achievement Motivation (towards psychological education) page no 127.

WEBLOGRAPHY

1. 2. 3. 4. 5.

http:// http:// http:// http:// http://

www.information word.com/ www.wekipedia.com/ www.educationindia.com/ www.motivation.com/ www.indiaeducation.com/

APPENDIX- A List of Research Co-operation . Mr.Tomba Singh Thokchom Lecture, R.H. Patel English Sarva Vishwavidyalaya Gandhinagar

Medium B.Ed College, Kadi

Mr. Rajesh Sharma Lecture, R.H. Patel English Sarva Vishwavidyalaya Gandhinagar

Medium B.Ed College, Kadi

Mr. Bharat Patel Lecture, R.H. Patel English Sarva Vishwavidyalaya Gandhinagar

Medium B.Ed College, Kadi

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

APPENDIX- B Name of the Schools and Board G.S.E.B (1) Sabarmati High School (Sabarmati) (2) N.R. High School (Low Garden) (3) Amrit Jyoti School (Ambabadi) C.B.S.E (1) Rachana School (Shahibaug) (2) Lotus School (Satellite) (3) Kendriya Vidyalaya (Sabarmati)

Reusable Booklet Of D M A M S

(n -Ach) (English Version) By: Prof. Pratibha Deo (Pune) And Dr. Asha Mohan (Chandigarh ) Estd.1971

Phone (0562) 364926

NATIONAL PSYCHOLOGICAL CORPORATION 4/230, KSCHERI GHAT, AGARA-282004(INDIA) DIRECTIONS 1. We are interested in measuring your attitude towards achievement motivation academic and other types of types of activities. So we are giving you this scal e. 2. A separate response sheets is provided to you for making you for making your responses. 3. Do not put any mark on this booklet. 4. This scale consists of number of items which are in the form of statements. 5. For every statement, the possible responses are divided into five categories which are: Always, Frequently, Sometimes, Rarely and Never. Read each statement of an item very carefully and put a cross under the category which, in your opin ion, best expresses your feelings about the statement. If you feel, the statemen ts is true for you always, put a cross (x) under the column marked Always, if fr equently, put a cross (x) under frequently, If sometimes, put a cross under some times and if rarely, put a cross under rarely and if never, put a cross under Ne ver. In this way, you have to give your responses to all the statements. For you r help, a sample item is given below: Sample item If do not understand a subject or a topic, I make every effort to study hard so that I develop a good understanding of that subject/topic rather than leave it a s a difficult subject/topic. If your response after reading this item is say “Freq uently” then put a cross under the category “Frequently” as shown below. Always

Frequently

Sometimes

Rarely

Never 6. Please note that only one cross should be put under only one category for one statement. Do not put the cross in more than one category. Also, do not put the cross in between the two categories .The cross should be clearly indicated unde r one category. 7. Do not leave any item blank. A response must be made to each statement. 8. This is not only an ability test and there no right or wrong responses. This is only an effort to measure your feelings. 9. Do not spend too much time on one statement. There is no time-limit for compl eting this work, but try to work quickly and carefully and try to give the first and best response that comes to your mind on reading each statement. 10. The results will be kept confidential and will be used only to your advantag e and for research purposes only. They will never be used for and disadvantage t o you. So, please do not worry and try to be honest and frank in giving your res ponses. 11. The results, if you so desire, can be used for giving you useful guidance, a nd we hope the results of this study should prove valuable in improving your ach ievement, academic or otherwise. 12. Be sure to answer every item.

13. If you have any doubts or quarries, please seek clarification before you sta ts responding to item no.1. Once you start giving responses, there should be no questions or queries. 14. Please do not change your response once you have marked it.

NOW TRUN THE PAGE AND STARY GIVING RESPONSES FROM ITEM NO.1 TO ITEM NO.50 ITEMS 1. I shall be very much pleased if I have to miss the classes for some days . 2. I pay full attention to the work in the class. 3. I mind much if I reach late in the class. 4. I like to read more and more to find unknown region of knowledge. 5. I love to have a personal library, not counting text-books. 6. I set standards for myself and then strive to achieve them. 7. I wish to specialize and become top most in the field of my liking. 8. I like to experiment and create new things and surprise people. 9. I work hard for hours together to be successful in whatever I undertake. 10. I have a tendency to find solutions of problems and puzzles other peop le fail at. 11. I aspire to get excellent results in all academic competitions. 12. I am ready to leave the job half done and try a new one. 13. I get nervous in the examination if one or two questions are not from th e syllabus. 14. I prefer to go to a party rather than prepare for an examination next we ek. 15. On getting low marks, I feel disappointed and determine to Work hard to do better next time 16. I think I find my lessons meaningful and interesting. 17. While studying, my mind wanders off the lesson and I get lost in imagina tion. 18. I think it is better to gossip away in the canteen than to attend the cl asses. 19. When the teacher is teaching, I like to read stories/novel/comics or mak e cartoons in the class. 20. The school/ college haunt me and want to leave it at the very first opp ortunity. 21. It irritates me a lot if I have to stay late in the school/ college fo r some lectures. 22. I want to go to college/ university because there is a plenty of opportu nity to enjoy life. 23. I think studies, sports and other activities can go together. 24. I agree that the present course of my study will help me making my futur e life a success. 25. I feel very much frustrated if I do not get a chance to compete in the f ield of my choice. 26. I regularly take down notes in the class and complete my assignments. 27. I plan to study carefully all the year round in an effort to get good ma rks in all the subjects in all the tests. 28. I believe in work first and play later. 29. I do a lot of preparation at home for the next day s work in the class. 30. I like to ask questions regarding every information given in tables and charts in the books rather than leave them as such and read further. 31. I think my teachers are competent in their work.

32. I like to create nuisance in the class and annoy the teacher. 33. I try my utmost to please my teacher through work and not through flatte ry. 34. My friends consider me dull and shidcer. 35. It is true that my teachers think of me as a sincere and hard working st udent. 36. I feel hurt if other (parents, teachers and friends) criticize me and I try to improve upon my weaknesses. 37. My parents advise me to take life easy and never bother too much for stu dies for future Life. 38. I wish to carry my mission forward in spite of facing a lot of criticism . 39. I think of life to be an intellectual challenge. 40. I am interested in organizing the activities .of a group team/class/comm ittee. 41. I try to get associated with top most person of my choice. 42. I love to have some adventure in my leisure hour. 43. I would like to watch a surgical operation being performed. 44. I like to compete in dramatics. 45. I think of dancing and music to be good hobbies for students. 46. I have a strong desire to be a champion in games/sports/athletics. 47. I have tried to get in the sports team of my school/ college, to represe nt my team in other states or countries 48. I believe sports develop initiative, leadership and discipline. 49. Hill climbing and mountaineering are a welcome challenge, I would.1 like to take. 50. On a holiday, I prefer going for cycling, swimming or boating to sitting at home without much work.

2002. All rights reserved. Reproduction in any form is a violation of Copyright Act. Deo- Mohan Achievement Motivation Scale [(n-Ach)].(English Version] DEO-MOHAN ACHIEVEMENT MOTIVATION SCALE PROF. PRATIBHS DEO (PUNE.) & DR. ASHA MOHAN (CHANDIGARH) Name Class School Name Date of birth

Age Sex

Caste Religion Father Education ducation Father Occupation ation Address Annual income DATA SET

Mother E Mother Occup

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 98 156 165 168 140 164 161 151 168 175 174 153 167 168 168 152 158 173 163 142 147 163 165 166 146 152 148 158 149 171 164 123 163 164 153 169 154 161 147 159 173 132 161 146 151 155 169 107 166 164 136 174 114 101 138 149 135 143 143

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 91 160 103 155 168 157 138 156 138 154 155 153 143 142 132 139 166 164 151 170 153 149 136 157 176 154 133 162 155 159 126 124 153 168 122 134 160 161 152 163 153

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

GENDER BASE MEAN FOR FEMALE 150 FOR MALE 150

N MEAN 148.11 18.88 147.86 18.80

PARENTS WORKING BOTH 55 SINGLE 245 BOARD BASE C.B.S.E 150 G.S.E.B 150

N 18.78 18.88 MEAN 18.01 19.62

STSTUS 148.37 148.05 N 149.77 146.47

SD SED t-TEST 2.1754 0.1155

MEAN SD SED 2.8046 0.1227 SD SED t-TEST 2.1749 1.5164

t-TEST