CHAPTER-V

THE RESUME

5.0 SUMMARY 1&\-~13

~ STATEMENT OF 1HEPROBIEM ~ PURPOSE OF TilE STUDY ~ HYPO'fHF.SES ~ DEUMITATIONS ~ CONCEPTUALFRAMEWORKANDOPFRATIONAL

DEFINITIONS ~ UNIVERSE ~ SAMPlE ~ INSlRVMENT ~ FINDINGS ~ SUGGESTIONS ~ FOLLOWUP STUDIES

CHAPTER-V

THE RESUME

::; • 0 SUMMARY

Any work assigned to any body will depend upon the

attitude of the members and their way of working. The way of

owl-king i.s dE?pE-mdent 011 the or·ganisati.onal behavi.m.n- of the

members. Any Cl\-gan i sat i. on, in any wm-k,

com-dination bet~~een the membe1-s which helps in achieving the

CJ oa l . Thus an organisation, in a simple form, is a pl~nned

c:om-di.nation of activities of a numbe1- of people the

achievement of expilicit purpose or goal, through division of

labou1· and functions.

It is evident from the above that an organisation is

the activities or roles which must be fulfilled by the number

of people in order to achieve a common goal. In business

organis<".tion the com-dination is planned and goal m-iented.

Some body purchases the raw material, some designs the

helps in selling. Thus a11 organisation involves the mental as

well as physical coordination of activities.

In the late 1920 a study was conducted

Electl-ic count1-y, Hawthorne study I 11 i.nois in whict1 it. ~J<IS

the women, who were selected for the job had

developed a very high morale. Secondly, the women developed

good relationship with one another and divided the worl· ~mong

188

189

themselves willingly and enthusiastically. By this study it

was generalised that the women preferred to work and they

involved themselves to organisational goals.

Any good ot-ganisation should have a linkage system

between supe•- lot- and subordinate. Recent resea•-ches have

shown that the horizontal linkage helps any organisation in

getting success in any operation. Oubing 119591 has painted

out three types of linkage pattern

1) Set- i. a 1 1 i nkage 21 Radial linkage

31 Circular linkage.

Thus an organisation is any dynamic entity which

includes three main elements which are "the structure'', "the

and ''the attitude's" of the person. In the

educational set up this organisational environment is known as

climate. ' '

However, different organisational theories propounded

by different psychologists have tried to solve the industrial

climate by improving the physical and mental health of the

employees and welfare of the individual. Roethlisberger and

Dickson 119391, 11c Gt-egm- ( 1960 l , At-gyri s ( 1957, 1964 l and

LH:e,-t I 1961, 19671 have developed Humanistic Organisation

Theory, Theory X and Y, Personality and Organisation Theory

and Likerts system 1 - 4 Theory respectively.

1.90

A school complex has many ingradients which directly or

lnrlirectly affects the organisation, administration and school

environment at- school c:l imate .. These ing,-adients are

managers, who runs the educational institutions. p,- inc ipal

who organises the various a~tivities to achieve the goal,

teachers who play a leading role in the education of the

children and in formlng a school climate. Thus the climate of

the school depends largely upon the c:oord i 11a t ion and

interaction of these ingradlents. If the coordination between

these three ingradients is better then in such a school

climate a congenial, healthy and purposeful environment will

be formed which helps the teacher and pupil in promoting the

educational goal. Thus a school climate is largely depended

on the cooperation of Manage,-, p,- inc i pa 1 and Teache,-s. The

interaction of the teacher and children is one of the most

important aspect of the educative proce$S. Thus it can be

concluded that the school climate plays an important role in

teaching learning process as well as for the all round

development of the pupils.

In any school organisation or climate ''planning'' and

''execution'' are important aspects in getting an effective and

healthy climate. Thus Planning plays an important role in

forming a good climate of the school. In a school climate

Principal and Manager plays a key role in planning where a 9

191

P•-incipal and Teache•-s have impm-tant role in e:<ecuting the

planning.

The

leade•-ship

climate 'of any school is largely formed

behaviour of the school ing•-adi.ents.

by

If

the

the

leadership is of autocratic type then the submissive behaviour

will prevail in the climate. The democratic type of climate

will involve group behaviour of the school ingradients. This

type of climate will try to satisfy the basic needs of the

school ingradients Laissez - faire type of climate develops

man;! pape•- work which keep themselves aloof ·from the qroup

members. In this type of climate no set goal is achieved in a

required type Bonner 119591 has proposed two types of·climates

these are beaurocratic and charismatic. Knickerbocker 119481

has fmu- type of climates namely

Now-a-days the school has become a complex set up

because the school has to fulfill the needs of the society.

With the development of the science and technology the

environment and goal is changing so the school has to prepare

itself so that it can increase its abilities to cope up with

the changing environment. In an educational set up it becomes

necessary to study the different Organisational Climate of the

school. Chris Argyris 119571 has painted out that a

successfttl Organisational Climate can be obtained by dynamic

1.92

inter-relationship between the needs of the person and the

needs of the society.

The leadership and the climate of the school are the

t1U tcome of inter-relationship between the different

of the school. The different school

organisational climate of the school farces the teachers

differently to act accordingly. The assignments assigned to

the teachers are completed by the teachers as the perceived

organisational climate of the school. The climate of the

school tries to change the attitude of the teachers towards

the activities of the school.

Fnmk 1 in 119751 conducted a study on Organisational

Climate and Teacher Morale and found that

organisational climate affect the teacher morale. In another

study T.-ipathi ( 1978), concluded that Disengagement has

negative significant relationship with Attitude

Classroom Teaching.

It is presumed from the above that the organisational

climate of the school affects the teachers behaviour. In

other words the organisational climate of the school directly

affect the academic achievement of the pupils and the outcome

of the school. Thus it has become imperative to study the

effect of School Organisational climate on the Academic

Achievement of the pupil.

193

Statement of the Problem

The follow~ng problem has been selected for the study

"A study o·f Academic Achievement of· pupils of Class XI

in Physics and Chemistry as related to School Organisational

Climate.~~

Purpose of the Study

The following objectives have been formulated to

conduct the l-esearch for getting an accLn-ate and l-eJ. iable

finding

11 lo know eight dimensions of each Govt. aided, private

and Govt. of India Undertaking Schools.

21 To assign six different climates to schools taken under

study on the basis of their dimensions.

31 To prepare two Academic Achievement Test in Physics and

Chemistry for class XI students.

41 To know the Academic Achievements of class XI students

in Chemistry and Physics subjects.

51 To study the relationship of Achievements in Physics

and Chemistry of different school organisational

climate.

61 To study the effect of climate of the school as the

achievement of the pupil.

194

Hypotheses

11 There exists a significant difference between the

Academic Achievement of XI class pupils in different

school climates with reference to Physics and Chemistry.

21 There would be a significant difference on Academic

Achievement Test between the pupils of high educated

and low educated parents in Physics and Chemistry.

3) There exists a significant difference between the

pupils of XI class on Academic Achievement in Physics

and Chemistry whose parents are categorised in high

and low income gt-oups.

41 There would be a significant difference on the Academic

Achievement

of schools.

Del imitations

of class XI pupils of different

11 This study is confirned to XI class pupils only.

types

21 This study is limited to those pupils who opt Physics

and Chemistry as their subjects.

31 This study is limited to schools of Durg District.

41 This study is confined to school organisational climate

of Urban, Semi-Urban and Rural schools of Durg District.

51 The pupils other than the Science discipline have not

been considered.

195

6) This study is a Differential study.

Conceptual Framework and Operational Definition

For a Scientific Study it has become necessary to

defi11e the variable taken under study. This will also permit

the researcher to distinguish it from other phenomenon.

Voltaire 11968) has rightly said that ''if we are going to have

a discussion on any point, let u.s define what we mean". Thus

for a clarity in the terminology a few terms which has been

used in this study of different stages have been defined here

to facilitate the understanding of the concept.

Organisational Climate

In any school the envil-onment is totally dependent on

the body whi.ch nms the school the F'l-incipal who e::ecutes the

planning, the teacher who helps in developing the discipline

and in forming the school climate and the students of that

school. Sometimes the environment which is the synonymn of

the climate are termed as atmosphere of the school. Some may

term the atmosphere of the school as the tone ·of the school

but now-a-days the atmosphere or tone of the school is largely

termed as school climate.

After analysing ~ generalising the definitions and

meanings by different psychologists and educationists the

researcher has come to the conclusion that the organisational

196

climate can be defined as an i.ntm-action between the membel-s

of an o1·ganisational climate.

The,-., al-e t~<m distinct concepts namely the school

climate and Academic Climate. The School Climate is the

product of the group activities of the different ingradients

of the school but Academic climate is that climate in which

school climate has yielded a very encouraging and fruitful

academic results.

Bobb <1973) reported that in eve,-y situation two

distinct areas can be safely assumed one is the external and

the other is internal. According to him the external and

internal climate of an institution constitute the school

organisational climate.

Academic Achievement

Academic Achievement is of pal-amount impm-tance

particularly in the socio-economic context. In the present

circumstances a great emphasis is given on the Academic

Achievement right from the beginning in the formal education.

Academic Achievement is a concept related to learning outcomes

which an individual ~cquires during the learning process. It

is a psychological term and often being used as synonymns of

Scholastic Attainment, Educational performance, Educational

Attainment, Educational Achievement, Scholastic Achievement.

A 11 these terms have the same meaning. The Academic

197

Achievement has been conceptualised as the acquired excellance

by the individual. in a pal-ticulal- bnn1ch of knowledge.

METHODOLOGY

A scientific research depends largely on the sampling

techniqua the validity of the instrument control upon the

variables as per the need of the research and field experiment

design. It has become necessary to employ the recent trends

to control the variables taken for studying and to employ the

recent methods for measurement of the variables.

UNIVERSE

Bt1ilai was a small vi ll<1ge in 40's. Aftm-

industrialisation of Steel Plant, Bhilai has taken a important

place in the map. This town is a well planned town on the

East. The plant was commissioned and on the West the township

is developed. For the education of the Bhilai Steel Plant

employees each sector of this township has primary, secondary

and higher secondary schools for the education of the

childl-en.

SAMPLE

The education standard of Bhilai is better than

adloining township (areas). Thus the number of students in

each school is very high, therefore, the schools are running

198

in two shifts. For the study out of 5122 students 517

students have been selected on random basis for the study.

INSTRUMENT

School Organisational Climate Description Questionaire

by M.L.Sha•-ma < 1978l <An Indian Adapt ion of Halpin !'., Cl-af

SOCDQ test) was selecte&.

An Academic Achievement Test in Physics !',, Chemistl-y was

prepared by Dr. Srivastava and Ku.George for this particular

study.

of the Instrument: BOCDQ : Sharma (1.973)

a School o,-ganisational Climate Desc•-i.ption

Questionaire ISOCDQl on the basis of Organisational Climate

Test prepared by H~lpin and Craft. In this test eight

dimensions wel-e g•-ouped unde•- two categOI-ies namely Group

Behaviour Characteristic and Leader Behaviour Characteristic.

This test has six climates namely Open, Autonomous, Familiar,

Closed, Controlled and Paternal.

Admi ni st.-at ion

administe•-ed

of the SOCDQ :- This test was

individually on the 75X of Higher Secondary

School teachers in order to maintain the reliability of the

test.

199

SCORING -: The,-e •u-e 64 like•-t type of item dist•-ib•Jted ave•­

the eight dimensions. The respondents indicate the answer by

any one of the four categories (1) Rarely occurs, (2)

Sometimes occur, (3) Uften occurs, (4) Very frequently occurs.

These four categories are assigned four integers 1,2,3,4. The

raw scores were converted into doubly atandardised scores

normatively and ipsatively standardisation process.

Designating Climate The six prototype profiles have

been designated. The coefficient of reliability of each

subtest was calculated by using KR-20 Formula. Coefficients

of internal consistency and communality estimates are given

in Table I.

high. The

The validity of the SOCDQ was found to be very

coefficient of correlation was found to be .63

which was significant at .01 level of significance.

ACADEMIC ACHIEVEMENT TEST

Academic Achievement test of F'hysi.cs and Chemi.st•-y was

prepared by D•-.Srivastava and Ku.George. The test was of

objective type which comprised of 100 questions.

Administration of the Test:- For the pre-test 100 questions

were administered to the students of Class XI.

Scaring of the Test 1 One mark was awarded fm- every ca1-rec t

answer whereas no marks was ~iven for wrong answer. The

200

discriminating valu• was found aut statistically by employing

the fallowing formula -

F' 1 !;Lt. + P2Q2 Nl N2

In which D =< Discl-iminating value

= Percentage of students doing the item

correctly in the upper group.

p = Perc:entO\ge of students doing the item

con-ectly in the lower g1-aup.

Q ·- Percentage of students doing the item

incon-ectly in the uppe1- gi-OUp.

Q = Pel-centage of students doing the items

i ncOI-rec t 1 y in the lowe\- groLip.

N = Numbel- of students in the upper gl-oup.

N "" Numbe•- of students in the lowe•- group.

After the treatment of each items of test by item

anO\lysis, discriminating value was calculated. Items with a

discriminating value more than 1.96 were selected for the

standardised test, 40 questions were found to have a

discriminating value more than·1.96.

201

The prep~red test was again administered an 600 pupils

of Class XI far final try aut and then it was again checked.

The reliability of bath the tests were found by split half

method and Rulan's method respectively. This shows that the

test is having high validity.

The hypothesis, that have been formulated for the

scientific findings, have been given below :-

The proposed Hypothesis H1 ''There exists a significant

differences between the Academic Achievement of XI class

pupils in different school climates with reference to Physics

and Chemist,-y" is accepted.

This hypothesis was splitted into many sub-hypotheses.

Finding of SH, "There exists a significant difference between

the Academic Achievement of XI class pupils of Open and Closed

School climates in Physics and Chemistry'' is"accepted [(Open

Type School Climate <Physics) mean = 17.70, S.D = 3.97, N = 27, Closed Type School Climate <Physics) mean = 9.81 S.D =

2.50 N = 16, t value = 5.22, df = 41 significant at .01) (Open

Type School Climate (Chemistry)

Closed Type School Climate

mean = 19.48 S.D.=3.86 N = 27

(Chemistry) mean = 10.56,

S.D.=2.28, N=16, t value= 6.19, df = 41 significant ~t .Oil].

The SH,. which reads as "There exists no significant d1fff'rence

202

between the Academic Achievement of XI class pupils of Open

and Paternal School Cli.mate in Physics and

rejected [!open Type School Climate !Physics)

Chemi.stry" is

mean = 17.70,

S.D.=3.97, N=27, Paternal Type School Climate !Physics) mean =

19.85 S.0.=1.45 N=7, t value = 1.16, df=32, Not significant)

Open Type School Climate !Chemistry) mean = 19.48, S.0.=3.86,

N=27, Paternal Type School Climate !Chemistry> mean= 19.14,

8.0.=3.86, N=7, t value= .19 df = 32 Not significant].

The SH,. which ,-eads ,,s "These e:<ists a significant diffel-ence

between the Academic Achievement of XI class pupils of open

and Contl-olled School climates in Physics and Chemistl-y" is

accepted [(Open Type School, Climate !Physics) mean = 17.70,

S.D.=3.97, N=27, Controlled Type School Climate !Physics> mean

= 13.13, S.0.=4.11, N=96, t value= 3.65 df = 121 significant

at .011 Open Type School Climate !Chemistry> mean = 19.48,

S.D.=

Mean =

3.86, N=27, Controlled Type School Climate

14.48, S.D.=5.23, N=96, t value = 3.49,

significant at .011J.

IChemist•-y>

df = 121

Finding of SH- ''There exists a significant difference between

the Academic Achievement of XI class pupils of Open and

Familiar School Climates in Physics and Chemistry'' is

partially accepted. [(Open Type School Climate !Physics) Mean

= 17.70, S.0.=3.97, N = 27, Familiar Type School Climate

203

1Phy$~csl Mean= 17.16, S.D.=5.97, N = 139, t value= .35, df

= 164 Not significant> Open Type School Climate <Chemistry)

Mean = 19.48, S.D.= 3.86, N = 27, Familiar Type School Climate

(Chemistry) Mean = 25.39, S.D.=6.60, N = 139, t value = 3.64,

df = 164 significant at .01)].

Finding of SH~ ''There exists a significant difference in

Academic Achievement of XI class pupils of Open and Autonomous

Climate in Physics and Chemistry'' is accepted [(Open Type

School Climate (Physics) Mean = 17.70, S.D.= 3.97, N = 27,

Autonomous Type School Climate (Physics) Mean = 15.36, S.D.=

5.17, N = 232, t value = 1.75, df = 257 Significant at .01.

Open Type School Climate (Chemistry) Mean = 19.48, S.D.= 3,86,

N = 27, Autonomous Type School Climate (Chemistry>, Mean =

16.11, S.D.= 4.89, N = 232, t value = 2.69, df 257

significant a.t .01)].

Finding of SH6 ''There exists a significant difference in

Academic Achievement of XI class pupils of Closed and Paternal

School Climate in Physics and Chemistry'' is-accepted [Closed

Type School Climate <Physics) Mean= 9.81, S.D. = 2.50, N =

16, Paternal Type School Climate <Physics) Mean= 19.85, S.D.=

1.l+5, N = 7, t value= 7.38, df = 21 significant at .01.

Closed Type School Climate !Chemistry> Mean = 10.56, S.D.~

2.28, N = 16, Paternal Type School Climate (Chemistry)

204

Mean = 19.14, S D - 1 21+ N = 7, t valu1e = 7.03, . . - . ' df 21

significant at .011J.

The SH7 which ,-eads as "Thel-e e:<ists a significant difference

between the Academic Achievement of XI class pupils of Closed

and Controlled School Climates in Physics and Chemistry'' is

accepted [(Closed Type School Climate !Physics) Mean = 9.81,

S.D. = 2.50, N = 16, Contl-ol.led Type School Climate !Physics)

Mean = 13.13 1 S.D.=4.11, N = 96, t value • 2.53, df = 110

significant at .02 Closed Type School Climate <Chemistry)

Mean = 10.56, S.D. = 2.28, N = 16, Controlled Type School

Climate !Chemistry) Mean = 14.48, S.D. = 5.23 1 N = 96, t value

= 2.52, df = 110 significant at .0211.

The SHa which reads as ''lhere exists a significant difference

between the Academic Achievement of XI class pupils of Closed

and Familiar School Climates in Physics and Chemistry'' is

accepted. [(Closed Type School Climate !Physics) Mean = 9.81,

S.D.= 2.50, N = 16, Familiar Type School Climate !Physics)

Mean= 17.16, S.D. = 5.97, N = 139, t value = 4.27, df = 153,

significant at .01 Closed Type School Climate !Chemistry)

Mean= 10.56, S.D.= 2.28, N = 16, Familiar Type School Climate

IChem1stryl Mean= 25.39, S.D.=6.60 1 N = 139, t value= 8.01,

df = 153, significant at .011].

<?05

The SH., which ,-eads as "There eHists a significant diffe,-ence

between the Academic Achi.;vement of XI class pupils of Closed

and Autonomous School climates in Physics and Chemistry'' is

accepted [(Closed Type School Climate <Physics) Mean = 9.81,

S.D. = 2.50, N = 16, Autonomous Type School Climate <Physics)

Mean = 15.36, S.D.= 5.17, N = 232, t value= 3.72, df = 246

significant at .01 Closed Type School Climate <Chemistry)

Mean = 10.56, S.D. = 2.28 1 N = 16, Autonomous Type School

Climate <Chemistry) Mean = 16.11, S.D. 4.89, N = 232, t value

= 4.08, df = 246 significant at .0111.

Finding of SH •o ''There exists a significant difference

between the Academic Achievement of XI class pupils of

Paternal and Contrblled School climates in Physics and

Chemist,-y" is accepted. [(Paternal Type Schaal Climate

<Physics) Mean = 19.85, S.D.= 1.45, N =7, Controlled Type

School Climate (Physics) Mean= 13.13, S.D.= 4.11, N = 96, t

value = 3.88 1 df = 101 significant at .01 Pate,-nal Type

School Climate CChemistryl Mean= 19.14, S.D. = 1.24, N = 7,

Controlled Type School Climate (Chemistry) Mean= 14.48, S.D.

= 5.23, N = 96, t value = 2.19 df = 101 significant at .05ll.

Finding of SH 11 ''There exists a significant difference

between the Academic Achievement of XI class pupils of

206

Paternal and Familiar School Cltmates in Physics and

Chemtst,-y" is par·tially accepted f.Paten1al Type School Climate

<Physics) Mean = 19.85, S.D.• 1.45 1 N ~7, Familiar Type School

Climate <Physics) Mean= 17.16, S.D.• 5.97, N = 139, t value

= 1.12, df = 14'+, Not significant. Paten1al Type School

Climate <Chemistry) Mean = 19.14, S.D.=1.24, N = 7, Familiar

Type School Climate (Chemistry) Mean = 25.39 1 S.D.= 6.60, N

139, t value= 2.39 df = 144 significant at .05].

Finding of SH,e ''There exists a significant difference

between the Academic Achievement of X 1 class pupils of

Paten1al and Autonomous School Climates in Physics and

Chemist,-y" is not accepted [Paternal Type School Cl. imate

<Physics) Mean • 19.85 1 S.D.= 1.45 1 N = 7, Autonomous Type

School Climate <Physics) Mean = 15.36 1 S.D.= 5.17, N = 232, t

value 2.16, df = 237 significant at .05, Paternal Type School

Climate (Chemistry) Mean = 1~.14, S.D.= 1.24, N = 7 1

Autonomous Type School Climate (Chemistry) Mean= 16.11, S.D.

= 4.89, N = 232, t value= 1.61 1 df = 237, not significanbl.

The SH,s which reads as ''There exists a significant

difference between the Academic Achievement of Xl class pupils

of Controlled and Familiar School Climates in Physics and

is accepted. (Controlled Type Schoo 1 Climate

<Physics) Mean = 13.13, 8.0.=4.11 1 N = 96 1 Familiar Type

207

School Climate <Physics> Mean = 17.16, S.D.• 5.97, N = 139, t

value = 4.19, df • 233 significant at .01 Controlled Type

School Climate !Chemistry) Mean = 14.48, S.D. = 5.23, N - 96,

Familiar Tyep School Climate !Chemistry) Mean = 25.39, S.D.=

6.60, N = 139, t value= 9.79, df = 233 significant at .01].

The SH1.4 which •-eads as "The>-e e:dsts a significant

difference between the Academic Achievement of XI class pupils

of Controlled and Autonomous School Climates in Physics and

Chemistl-y" i. s accepted. [Controlled Type School Climate

I Physics) Mean = 13.1.3, S.D.= 4.11, N = 96. Autonomous

<Physics) Mean"' 15.36, S.D.= 5.17, N = E?.32, t value··- 2.14,

df = 326 significant at .05, Controlled (Chemistry> Mean =

14.48, S.D."' 5.23, N = 96, Autonomous Type School Climate

(Chemistry> Mean= 16.11, S.D. = 4.89, N = 232, t value 1.91,

df =326 significant at .01].

The SH1, reads as ''There exists a significant difference

between the Academic Ahievement of XI class pupils of Familiar

and Autonomous School Climates in Physics and Chemistry"

[Familiar Type School Climate <Physics) Mean= 17.16, S.D.=

5.97, N = 139, Autonomous Type School Climate <Physics) Mean=

15.36, S.D. = 5.17. N = 232, t value = 2.14, df = 369,

significant at .05. Familiar Type School Climate <Chemistry)

208

Mean • 25.39, S.D.• 6.60, N = 139, Autonomous Type School

Climate <Chemistry) mean • 16.11 S.O. = 4.89 N • 232, t value

= 10.66, df = 369 signlficant at .011.

The proposed Hypothesis Hs "There would be a significant

d i ffm-ence on Academic Achievement Test between the pup i 1 s of

high educated and low educated parents in Physics and

Chemist>-y" is accepted.

SHe-•

This hypothesis was splitted into two subhypotheses

''There would be a significant difference on Academic

Achievement Test between the pupils of high educated and law

educated parents in Physics" is accepted <Pupils of high

educated parents Mean~ 19.36, S.D. = 6.01, N = 247, pupils

of low educated parents Mean = 12.28, S.D. = 2.91, N = 186, t

value= 11.23, df = 431 significant at .011.

SH.,_., reads as ''There would be a significant difference on

Academic Achievement Test between the pupils of high educated

and low educated parents in Chemistry'' is accepted. I Pup i 1 s

of high educated parents Mean= 21.74, S.D. = 6.48, N = 247,

pupils of low educated parents, Mean= 14.11, S.D. = 4.43, N =

186, t value= 10.03, df = 431 significant at .01).

The proposed Hypothesis H, which ree~ds cos "There e::ists

209

significant difference between the pupils of XI class on

Academic Achievement in Physics and Chemistry whose parents

are categorised in high and low income groups'' is accepted.

This hypothesis is splitted into two subhypotheses

Findings of SH•-• ''There exists a significant difference

between the pupils of XI class on Academic Achievement in

Physics whose pa\-ents anO! categcn-ised in high and J.ow income

g1-oltpS 11 is accepted. !Pupils whose parents are categorised in

high income group Mean = 18.25, S.D. • lf.95, N = 83, pup i 1 s

'"hose pa•-ents a•-e cate<JCll-ised in low income gl-oup Mean =

11 .32, S.D.= 3.78,

significant at .011.

Findings of SH•-•

t value = 8.1~5, df - 230

''There exists a significant difference

between the pupils of XI class on Academic Achievement in

Chemistry whose parents are categorised in high and low income

gr·oups" is accepted. <Pupils whose pa,-ents a1-e categm-ised in

high income groups Mean = 19.98, S.D. = 6.05, N = 83, pupils

whose parents are categorised in low income groups Mean =

14.86, s.o. = 4.55, N = 149, t value = 4.92, df = 230

significant at .01).

The proposed hypothesis H- which reads as ''There exists a

210

significant differ-ence between the Academic Achi.evement of XI

class pupils in different schools with reference to Physics

and Chemi.stl-y" is accepted.

Hypotheses H,.

Findings of SH.,_,

is splitted into various sub-hypotheses

"Thel-e e:dsts a significant dif1''erences

between the Academic Achivement of XI class pupils of Private

and Govel-nment School in Physics and Chemi.stry" is accepted.

[(Private !Physics) Mean = 16.10, S.D. = 5.08, N - 78,

Goven1ment <Physics) Mean = 10.79, S.D. = 5.43, N = 249, t

v~lue - 5.53, df = 325 significant at .011 p,-ivate

!Chemistry) Mean = 15.29, S.D. = 4.97, N = 78, Government

IChemistryl Mean = 11.19, S.D. = 5.56, N = 249, t value =

4.36, df = 325 significant at .Oill.

Findings of SH..,_., "The•-e e:<ists a significant diffel-ence

between the Academic Achievement of XI class pupils of

Government and B.S.P. Schools in Physics and Chemistry'' is

accepted. [(Govt.CPhysicsl Mean= 10.79, S.ti.b 5.43, N = 249,

B.S.P. <Physics) Mean = 19.24, S.D. = 5.56, N = 192, t value =

11.41, df = 439 significant at .011 Government <Chemistry)

Mean= 11.19, S.D.= 5.56, N = 249, B.S.P.CChemistryl, Mean =

19.68, S.D. = 5. 58, N = 192, t va 1 ue = 11.32, d f = 439

significant at .011).

211

''There exists a significant diffel-ence

between the Academic Achievemf~nt of XI c:l.ass pupils of p,-ivate

and B.B.P. Schools in Physics and Chemistry'' is accepted.

<Private <Physics) Mean= 16.10, B.D. • 5.08, N • 78, B.S.P.

<Physics) Mean = 19.24, S.D. = 5.56, N • 192, t value = 3.10,

df = 268, signific:ant at .01, Pri.v<~te (Chemistl-yl Mean =

15.29, S.D. • 4.97, N = 78, B.S.P. <Chemistry>, Mean= 19.68,

S.D. = 5.58, N = 192, t value = 4.39, df = 268 significant at

.01)].

Suggestions - The main aim of any educational institution is

the attainment of goals fixed for the learner as well as for

the educational set up. many social,

environmental fac:tors which try to hamper the progress in

achieving the goal.' The school organisational climate is one

of them. It is necessary to mention here that the environment

plays a key role in motivating the teaching-learning

i ntel-ac t ions. If the climate of the school is congenial then

the teaching-learning interaction will be better resulting in

a. good result. It is clear that the tensed environment of the

school, will affect adversely the attainment of the

educational goal. Thus the following suggestions are offered

for the better climate of the school.

1. The ~anagement and the administrative body should try

to diagonose the differ·ent pnJbl.ems n':!g,;;n:lin<;.J ttl',~ sltcool,

teacher and the student and to plan according to educational

goals.

2. Better faciJities should be provided which can enhance

the teaching-learning outcomes.

3. Straineous work should be given to the teachers after

developing a good report with the teachers. The work load of

the teacher should be reviewed properly.

4. The need satisfaction of the teacher should not be

affected and teacher's cooperation should be taken in the

planning and execution of plans.

5. The familiar type of climate shows better goal oriented

,-esult.

schools.

Thus this type of climate should be encouraged in

Follow up studies :

The various following studies can be undertaken for

research which can contribute in grooming the climate of the

school as well as in framing the educational goal.

213

1. To study the effect of different climates on the rest

of subjects such as English, Hindi, Maths, Scoial Science,

Biology etc.,

2. The study can be done on primary school pupils

belonging to different school climates.

3. To study the effect of climates on the Achievement of

pupils at the degree level.

4. To study the effect of different school climate on the

Education Attainment of pupils of Middle Schools.

5. To study the anxiety of the teachers in relation to

school Organisational climate.

6. To study the locus of control with the social

behaviour, different school climates and the Educational

Attainment of the learners.

7. To study the Adjustment and mental hygiene of the

teachers in relation to School Organisational Climate.

The appendix includes various tables the prepared tests

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