International Research Journal of Engineering and Technology (IRJET)
e-ISSN: 2395-0056
Volume: 04 Issue: 07 | July -2017
p-ISSN: 2395-0072
www.irjet.net
A STUDY OF UNDERACHIEVEMENT IN SCIENCE IN RELATION TO PERMISSIVE SCHOOL ENVIRONMENT Dr. Umesh Chandra Kapri* *Associate Professor, Gold Field College of Education, Faridabad-121004 ---------------------------------------------------------------------***--------------------------------------------------------------------as underachievement. Rimm (2002) states that Abstract - Permissiveness indicates a school climate in which
underachievement is simply defined as a discrepancy between expectation and performance and some index of his/her actual ability, such as intelligence, achievement or creativity scores or observational data. Tannenbaum (1993) stated that there appears to be only one trait that determines underachievers from achievers and that is that one group succeeds at school and the other does not. He further states that underachievement is caused by an absence of, or a breakdown of the linkage between promise and fulfillment. To understand the concept of under achievement, let us understand the four patterns, which emerge out in terms of achievement:
students are provided opportunity to express their views freely and act according to their desires with no interruption from teachers. The research report is an excerpt of Ph.D. thesis which shows correlation between underachievement in science and permissiveness dimension of school environment. The study was carried out on 400 underachievers in science of 9th standard students selected from 8 Govt. and 8 Govt.-Aided secondary schools of Faridabad district of Haryana. Achievement test in science and intelligence test were administered on more than 1600 students to select underachievers in science at secondary school level. Mean, standard deviation, t- test and Pearson’s correlation were used for analysis and interpretation of the data. The result revealed that there is significant correlation between underachievement in science and permissive school environment of secondary school students. Facilitating better permissive school environment means enhancing scholastic achievement in science.
Underachievement: when actual achievement is less than aptitude based expectation. Overachievement: when actual achievement exceeds aptitude based expectation. High achievement: when actual achievement is commensurated with aptitude based high expectation.
Key Words: School Environment; underachievement; permissiveness.
Low achievement: when actual achievement commensurated with aptitude based low expectation.
1. INTRODUCTION
3. SCHOOL ENVIRONMENT
Every student has a unique nature as regard to capabilities, attitude, personality characteristics and interests. So it is necessary to identify the talents in our children and to provide them suitable opportunities, which will enable them to develop their potentials in the direction of higher achievement as well as their position as a world leader. Abraham Lincoln once said that, “we cannot strengthen the weak by weakening the strong. By bringing the top down does not mean that the ones in bottom will go up”. All children have the right to learn in their schools each day. As educators, we have a moral obligation to respond to individual differences, including those of the underachievers. Every child is born with certain natural and inherited endowments. These endowments are modified and sublimated for making the child a useful member of society.
School Environment is the psycho-social climate of school as perceived by the pupils. It includes the quality and quantity of the cognitive, emotional and social support that has been available to the students during their school life. A child’s school experience exerts a potent influence on his developing personality patterns. The school shares with the home the responsibility of helping a young person to achieve those behaviour characteristic that can ensure for him make satisfactory adjustment to the demands on him of the various areas of his present and future life activities. There are six dimensions of school environment. A brief discussion of various dimensions of school environment inventory developed by K.S. Mishra is given below:
2. UNDERACHIEVEMENT
Creative Stimulation: It refers to teacher’s activities to provide conditions and opportunities to stimulate creative thinking.
Underachievement refers to those who are average or above average in intelligence but securing less than average in classroom achievement test. The individuals whose level of performance or achievement is lower than his / her potential are termed as underachievers and the phenomenon is called
© 2017, IRJET
|
Impact Factor value: 5.181
is
Cognitive Encouragement: it implies teacher’s behavior to stimulate cognitive development of student by encouraging his actions of behaviors.
|
ISO 9001:2008 Certified Journal
| Page 2027