A Study of Achievement Motivation of Secondary School Students

A Study of Achievement Motivation of Secondary School StudentsADISSERTATIONSUBMITTED TO THEKADI SARVA VISHWAVIDYALAYAIN PARTIAL FULFILMENT OF THEREQUIREMENTS FOR THE DEGREEOF MASTER OF EDUCATION

GUIDE INVESTIGATOR DR. SANJAY M. GUPTA SANJAY PAL Assistant Professor ( M.Sc, B.Ed )

Vakil Shri D. H. Patel Department of EducationKadi SarvaVishwavidyalaya GandhinagarMARCH-2011

ACKNOWLEDGEMENT I am very much grateful to my guide Dr. Sanjay M. Gupta Assistant Professor Department of Education in Kadi SarvaVishwavidyalayaGandhinagar 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 Singh and my all friends for providing me a great encouragement during the long process of this research work.

I offer sincere gratitude to my respected parents Shri Kishan Swaroop Prajapati and Smt. Maharani Devi who have always been source of strength and morale 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 fully to any other University / Institution for the award of any degree.

Place: Gandhinagar Dr. Sanjay M. GuptaDate: Assistant Professor Department of Education Kadi Sarva Vishwavidyalaya

Gandhinagar

LIST OF CONTENTSSERIAL NO. CONTENTS PAGE NO.1. Chapter 1Problem and statement of the problem1-10

1.1 Introduction1.1.1 What is Motivation1.1.2 Types of Motivation1.1.1 Achievement1.1.2 Socialization1.1.3 Incentive Motivation1.1.4 Fear Motivation1.1.5 Change Motivation1.1.6 Maslow Theory of Motivation1.1.7 Definition of Need for Achievement.1.1.8 Theory of Needs.1.1.9 Achievement1.1.10 Power1.2 Statement of the Problem1.3 Objective of the Study1.4 Hypothesis1.5 Importance of the Study1.6 Delimitations of the Study1.7 Definition of Key Words1.8 Variables of the Study 1.9 Arrangement of the following Chapters 1.10 Conclusion2. Chapter 2REVIEW OF THE RELATED LITERATURE13-26

2.1 Introduction2.2 Importance of Review of related literature2.3 Related Studies 2.4 Analysis of the findings 2.5 Significance of the Present Study 2.6 Conclusion 3. Chapter 3RESEARCH DESIGN28-32

3.1 Introduction3.2Origin of the Problem3.3 Population3.4 Sample3.5 Method of the Study

3.6 Tools for the Data collection 3.7 The Process of Data collection3.8 Method of Data Analysis3.9 Experiences during the Data collection3.10 Conclusion 4. Chapter 4ANALYSIS AND INTERPRETATION OF DATA 33-60

4.1 Introduction4.2 Analysis of data4.3 Interpretation of data4.4 Conclusion5. Chapter 5FINDINGS, SUGESTIONS AND ONCLUSION 61-68

5.1 Introduction5.2 Research summary5.3 Finding5.4 Discussing of Findings5.5 Educational Implication of the findings5.6 Suggestion.5.6.1 General Suggestions5.6.2 Direction for future Research 5. 7 Conclusion 6. BIBLIOGRAPHY 69-70

7. WEBLOGRAPHY 718. APPENDIX 72

Frequency Distribution of Table ListSr. No. Table No. Table Title Page No.1. 4.1 Achievement Motivation of Secondary School students 352. 4.2 Achievement Motivation level of C.B.S.E Secondary School students 383. 4.3 Achievement Motivation level of G.S.E.B Secondary School students 414. 4.4 Achievement Motivation level of Secondary School students as per Gender-Male 445. 4.5 Achievement Motivation level of Secondary School students as per Gender-Female 476. 4.6 Achievement Motivation level of Secondary School students as per Parents working status-Single 507. 4.7 Achievement Motivation level of Secondary School students as per Parents working status-Both 53

List of GraphsSr. No. GraphNo. Graph Title Page No.1 4.1.1 Achievement Motivation of Secondary School students 372 4.1.2 Achievement Motivation level of C.B.S.E Secondary School students 403 4.1.3 Achievement Motivation level of G.S.E.B Secondary School students 434 4.1.4 Achievement Motivation level of Secondary School students as per Gender-Male 46

5 4.1.5 Achievement Motivation level of Secondary School students as per Gender-Female 496 4.1.6 Achievement Motivation level of Secondary School students as per Parents working status-Single 527 4.1.7 Achievement Motivation level of Secondary School students as per Parents working status-Both 55 List of Abbreviations used in the Research work N- NumberX AverageS.D- Standard DeviationSED- Standard Error of Deviation*- SignificantC.B.S.E- Central Board of Secondary EducationG.S.E.B- Gujarat- Secondary Education-Board

CHAPTER-1Problem and statement of the problem1.1 Introduction1.1.1 What is Motivation?1.1.2 Types of Motivation1.1.1 Achievement1.1.2 Socialization1.1.3 Incentive Motivation1.1.4 Fear Motivation1.1.5 Change Motivation1.1.6 Maslow Theory of Motivation1.1.7 Definition of Need for Achievement1.1.8 Theory of Needs1.1.9 Achievement1.1.10 Power1.2 Statement of the Problem1.3 Objective of the Study1.4 Hypothesis1.5 Importance of the Study1.6 Limitations of the Study1.7 Definition of Key Words1.8 Variables of the Study 1.9 Arrangement of the following Chapters 1.10 ConclusionCHAPTER-1Problem and statement of the problem

1.1 IntroductionIn the world many people know motivation as the driving force behind an action. This is probably the simplest explanation about motivation. Motivation can be considered 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 motivation. They are motivated by a goal. In order to attain that goal, they are willing to go as far as possible. The complexity of the goal is determined by a persons 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 probably 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 lives and trying to find justification for our existence? Some people think that they can find purpose in the things that motivate them. Others just see the motivation and react automatically.There is no one thing that motivates people to perform certain actions. People are different, so it follows that their motivations have to be different. 1.1.2 TYPES OF MOTIVATION1.1.1 AchievementThis 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 motivation. They are motivated by a goal. In order to attain that goal, they are willing to go as far as possible. The complexity of the goal is determined by a person

s perception. To us, the terms "simple" and "complex" are purely relative. What one person thinks is an easy goal to accomplish may seem to be impossible to another person. However, if your motivation is achievement, you will find that your goals will grow 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 willing 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 things. 1.1.3 Incentive motivation This motivation involves rewards. People who believe that they will receive rewards for doing something are motivated to do everything they can to reach a certain goal. While achievement motivation is focused on the goal itself, incentive motivation is driven by the fact that the goal will give people benefits. Incentive motivation is used in companies through bonuses and other types of compensation 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 next tools. Fear motivation involves pointing out various consequences if someone does 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 reward and punishment system, wherein they are given incentives if they accomplish a certain goal, but they are given punishments when they disobey certain policies. 1.1.5 Change motivation Sometimes people do things just to bring about changes within their immediate environment. Change motivation is often the cause of true progress. People just become 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 setting and meeting high standards of achievement. This need is influenced by internal drive for action (intrinsic motivation), and the pressure exerted by the expectations of others (extrinsic motivation). Measured by thematic appreciation tests, 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 individuals specific needs are acquired over time and are shaped by ones life experiences. Most of these needs can be classed as achievement, affiliation, or power. A persons motivation and effectiveness in certain job functions are influenced by these three needs. McClellands 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 avoid both low-risk situations. Achievers avoid low-risk situations because the easily attained success is not a genuine achievement. In high-risk projects, achievers see the outcome as one of chance rather than ones own effort. High nAch individuals prefer work that has a moderate probability of success, ideally a 50% chance. 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 PowerA persons need for power (nPow) can be one of two types- personal and institutional. 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 social power) want to organize the efforts of others to further the goals of the organization. Managers with a high need for institutional power tend to be more effective than those with a high need for personal power.1.2. Statement of the problemThe investigator has selected following problem for the present study A Study of Achievement Motivation of Secondary School Students

1.3. Objective of the studyThe 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 parents working status.1.4 Hypothesis The hypothesis of present study is as under:-1. There is no significant difference between mean score of Achievement Motivations of G.S.E.B & C.B.S.E secondary school students.2. There is no significant difference between mean score of Achievement Motivations of Male and female of secondary school students.3. There is no significant difference between mean score of Achievement Motivations of students with respect to parents working status.1.5 Importance of the studyEvery 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- Secondary Education-Board & Central Board of Secondary Education) English medium secondary 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 Ahmedabad 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 and 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 minimize 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 stimuli 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: Table No-1 No Name of VariablesNature of Variable1. Gender Independent variable2. Parents working status Independent variable3. Board C.B.S.E & G.S.E.B Independent variable4. Achievement motivation Dependent variable5. 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 underChapter-2 is Review of Related Literature in which the importance of review of related literature, Summary of the previous studies, analysis of the findings and specialty of the present study are discussed,Chapter -3 is Research Design in this chapter, the origin of the problem, population 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 deviation, SED & t-test are calculated with the obtained score.Chaptre-5 is Research summary Finding and suggestions in the chapter the summary of the study, findings, educational implication and suggestions as well as deprecation for future studies are giving. 1.10 Conclusion:-In the present chapter, the introductory part of the study was discussed. In which statements of the problem, objectives of the study, hypothesis, importance of the study, limitations of the study, explanations of the terms, variables of the 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 kogan 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 Literature2.1 Introduction2.2 Importance of Review of related literature2.3 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 IntroductionEducation research aims to make contribution towards the solution of the problem in the field of education by the use of scientific Philosophical method; the method of critical reflective thinking W.M.Traverse has defined the term Educational research educational research is that activity which is directed towards the development of science of behavior in educational situationBy the review of literature the study becomes for the researcher in order to have complete and thorough understanding of the works citied in India and also it is possible to reform in this field as well as to stop the repetition of the study. 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 study 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 here.

2.2 Importance of Review of Related literatureEducational research is considered as the foundation of education. It is essential to study the related literature it useful in problem and understanding developing 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 future work will be builtReview 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 and data collection.The importance is as follows1. Researcher studies the same research in a different ways and gives the importance& 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 their 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 confusion5. We come to know the problem arises in the previous research so we are aware of 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 Year- 1984Title- A study of Achievement Motivation and self Consciousness of early adolescence Objectives- 1. 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 Hyderabad, considerations the age, caste, and socio- economic status includes 180 boys, &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. Finding- 1.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- RaghavYear- 1985 Title- To see the effect of socio-economic level & educational background 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 courseSample- For the Co-operation of 9th grade students we conduct the Test. There are 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 Motivation, adjustment and perception of the person.(2) The Achievement Motivation of higher intelligence Students is high compare to 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 develop Achievement Motivation of the students. 2.3.3 Researcher Ahluvallia Year- 1985Title - A study the effect of Achievement Motivation on different point. Objectives- 1. To study the Achievement Motivation on caste

2. To study the Achievement Motivation of birth order of the children.3. To study Achievement Motivation with economic background of family, upbringing 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.Tool- To 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.Finding- 1. There is no effect of Achievement Motivation on caste. 2. There is no effect of Achievement Motivation of birth order of the children.3. There is no effect seen Achievement Motivation with economic background of family, upbringing of rural &urban area, size of family.4.The negative effect seen on students whose Achievement Motivations come from external sources. 2.3.4 Researcher- Mansuri Year- 1986Title- A study the 5, 6,7th grade students 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 students higher grade show high Achievement Motivation. 3. To study of anxiety Shaw the level the level of Achievement Motivation of students.

4. To study Achievement Motivation is high of those students whose general 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 of 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 students 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 is good.

2.3.5 Researcher Aruna Agarwal Year- 1988Title- A study of the relationship between motivation and Personality needs of adult learners . Objectives 1. To examine the role of different motivational techniques among adult learners,

2. To study the Personality Profiles of those who are at the extreme ends of the motivational continues

3. To study the needs of adults learners across different demographic categories.Sample- Ages 17, 18, 20 adult students 176 male & 224 female.Tool- 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.When males and females were compared for their motivations it was fund 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 ability.

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 achievement, 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.Sample- From Tamil Nadu, 300 students were taken from 11th grade of boys & girls. Tools- Pragya Mehta-Achievement Motivation Inventory (1969) Research Method- It is survey type of research.Finding- It shows high Achievement Motivation in girls compare to boys and seen level of anxiety in educational achievement of boys. 2.3.7 Researcher- Suman L.N and Aanchal Umapathi Year- 1997Title - 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 parent child relation is not unhealthy low Achievement Motivation. Sample- In 9th grade 219 students with 11.9 age sample were choosen. Tools- Rao 1978 Questionnaires of relation between mother father and their child Mukherjee 1965 sentence completion test to study achievement motivation. Research Method- It is survey type of research. Finding - 1.There is no significance difference between Achievement Motivation 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 achievement economical educational vocational problem.

2. To study educational achievement of boys & girls in higher secondary school and religious problem. Sample- The 300 Students were taken form 6 village and 4 urban area school. Tools- Badami- Inventory on students 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-2005Title- A study Achievement Motivation of 11th grade in relation with gender role, different streams, educational achievement, and mother education.Objectives- 1. To study the Achievement Motivation of boys and girls. 2. To study the Achievement Motivation of different Stream

students. 3. To study the Achievement Motivation and the mother education of the students.

4. To study the Achievement Motivation and the educational achievement of the students.Sample- 110 students from 11th grade in those 64 girls and 46 boys.

Tools- Jansari (2006), Gujarati translation of Achievement Motivation Inventory.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 different 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 Year- 2008 Title- A study Achievement Motivation on mental energy level. Objectives- 1. To study the Achievement Motivation of non tribal and Tribals boys and girls.

2. To study Achievement Motivation of tribals girls and Non tribals girls.3. To study Achievement Motivation of tribals boys and Non tribals boys.

Sample- Kalahandi Belangir and Kohrapur Orissa-3 district- secondary school of 600 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 tribals boys is more than Achievement Motivation of tribals boys.2. The Achievement Motivation of Non Tribals girls is more than Achievement Motivation of Tribals girls.3. The achievement motivation of Tribals boys more than Achievement Motivation of Non Tribals girls 4. The Achievement Motivation of Tribals girls are more than Achievement Motivation of Non Tribals boys. 2.4 Analysis of the findings By reviewing the past related literature it becomes clearly visible that all research 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 Motivation level of student. Mansuri (1986) seen the middle socio-economic class of the students Shows law achievement 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 healthy will show high Achievement Motivation& those parent child relation is not unhealthy 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 tribals boys more than Achievement Motivation of non tribals girls is level of Achievement Motivation. 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 studyBy 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 working states of secondary school students.

2.6 Conclusion:-The present chapter is The Review of Related Literature .In which the importance of 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 problem, 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 Research 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 page-3403. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivation. Agra University. Research in Psychology of education Abstracts page-3334. Raghava.G (1985). A study of Achievement Motivation Development in the pupils of Nineth standard with various Socio-Economic levels and studying the effects. Mys. U Research in Psychology of education- Abstracts Page-4205. 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 Psychology of education-Abstracts page-398 6. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Research Methodology, 5th Edition. University of Library board. Ahmedabad, Gujarat7. Shah, Gunvanth (1993). Educational 3rd Year. University of Library board Ahmedabad, Gujarat8.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.

9.Prajapati, Pankti (2005). A study of Achievement Motivation of 11th grade in relation with gender role, different streams, educational achievement, and mother education. Research paper unpublished.10. Jansari, Ashwin (2006). Gujarati Adaptation of Achievement Motivation Inventory (AMI), Gujarati Journal of Psychology. Vol. 17 page-6-8

CHAPTER-3Research Design3.1 Introduction 3.2 Origin of the Problem3.3 Population3.4 Sample 3.5 Method of the Study3.6 Tools for the Data collection 3.7 The Process of Data collection3.8 Method of Data Analysis 3.9 Experiences during the Data collection3.10 Conclusion

CHAPTER-3Research Design3.1 IntroductionThe previous chapter was Review of Related Literature In which importance of review of related literature, summary of the previous studies and analysis of the findings 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 investigation conceived so to obtain answers to research question. Well planned design is the basic need for each research. The present chapter is Research Design In which origin of the problem, population, sample, method of the study, tool for data collection, the process of data collection, method of data analysis and experience during the data collection are discussed. 3.2 Origin of the ProblemDuring my past experience and varies Teaching training Project that there is a deference between various factors in respect to Achievement motivation level among Male &female gender subsequently state board, and central board, also with the working states of students parents.As to find out deference between the Male Achievement Motivation level may defers from the Female gender motivation level .I conducted the test in total on 300 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 level of students is their parents working states ,In which the two factor are such, 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 10th) 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.3.1S. No Name of C.B.S.E. School No of Students1. Rachana School

502. Lotus School

503. Kendriya Vidyalaya (Sabarmati)

50S. No Name of G.S.E.B. School1. Sabarmati High School (Sabarmati) 502. N.R. High School (Low Garden) 503. 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 StudyIt is essential to use appropriate method to find out the correct solution of the problem. Various types of methods are employed for the educational research. According to K.G. DesaiSurvey 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 acquiring response from English Medium secondary school students of Ahmedabad city to evaluate their Achievement motivation of the students.

3.6 Tools for the Data collectionDEO-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 collectionInvestigator will collected Data personally from the school included in sample 3.8 Method of Data AnalysisTo analysis the collected data, various statistics techniques were used in the present study. The classification of data was done according to the variables, gender, parents working status, board (C.B.S.E & G.S.E.B).To decide the level of different Achievement Motivation of secondary students, mean, SD, SED, t-Test, were calculated. On were done with the help of computer. 3.9 Experiences during the Data collectionFor the present study, good co-operation was gained from the teachers, principals and other managing authorities of the school during data collection. The teachers gave satisfactory responses by giving the time from their busy and fixed schedule.However I had tried my level best to collect the data in time from all the teachers of secondary schools. Moreover there established a new relationship with

teachers and principals of the schools due to present study.3.10 ConclusionIn the present chapter, the design of the research was discussed .In which origin of the problem, details regarding sample, population, method ,of research, tools for the data collection, procedure of data collection, statistical techniques used for analyzing the data and experiences during the data collection were given 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 Prentics(3) Agarwal, J.C (1966) Education Research Introduction New Delhi Acharya Book Depot 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 Students4.2.2 Achievement Motivation of C.B.S.E Secondary School Students 4.2.3 Achievement Motivation of G.S.E.B Secondary School Students4.2.4 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 SINGLE4.2.7 Achievement Motivation level of Secondary School Students as per their parents working status BOTH4.3 Interpretation4.4 Conclusion

CHAPTER 4ANALYSIS AND INTERPRETATION OF DATA4.1 IntroductionIn chapter 3 of the present study, the decision of study was presented was covering 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 tools of the research but the research becomes worthwhile only with proper classification and analysis of the data.In the present chapter, the null hypothesis related to the objections of the study is examined with classification, analysis and interpretation of the data. 4.2. Analysis of Data4.2.0 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 provided. The total score is the summation of all the positive and negative items scores. To classify Achievement Motivation area wise and as a whole in three level Low. Average, High were calculated with aria wise and entire frequency distribution, According to these percentage, the level of Achievement motivation were worked out the following criteria is presented in table no 4.2.0

No Criteria of Achievement Motivation Levels1. Score 91 to 123 Low2. 124 to 168 Average3. Score more than 184 HighCriteria and levels of Achievement Motivation table No-4.2.0

4.2.1 Achievement Motivation of Secondary School StudentsThe frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution, 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 School Students Table-4.2.1 (A)

Class Frequency91-123 48124-168 220169-184 32Total(N) 300Average Mean( x ) 147.86SD 18.8

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 Motivation 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.1(B)

Level of Achievement Motivation of Secondary School StudentsTable 4.2.1(B)Level No of students PercentageLow 48 16Average 220 73.4High 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 StudentsThe frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution ,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 Secondary School Students Table-4.2.2 (A)Class Frequency91-123 21124-168 109169-184 20Total(N) 150Average Mean( x ) 149.77SD 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 Motivation 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.2(B)

Achievement Motivation Level of C.B.S.E Secondary School StudentsTable -4.2.2(B)Level No of students PercentageLow 21 14Average 109 72.7High 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 StudentsThe frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 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-4.2.3 (A) The Frequency Distribution of score of Achievement Motivation of G.S.E.B Secondary School Students Table-4.2.3 (A)


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 Motivation 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 classification 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 PercentageLow 27 18Average 111 74High 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 Gender-Male The frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution, 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 Secondary School Students as per Gender-Male Table-4.2.4 (A)

Class Frequency91-123 40124-168 98169-178 12Total(N) 150Average Mean( x ) 147.86

SD 18.8

It is revealed from the table-4.2.4 (A) that the value of calculated average is 147.86 of the total marks of this area .The mean according to Achievement Motivation 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.4 (B)

Achievement Motivation level of Secondary School Students as per Gender-Male Table-4.2.4 (B)Level No of students PercentageLow 40 26.6Average 98 65.4High 12 8

The Graphical Presentation of the table 4.2.4 (B ) is made in graph 4.2.4

Graph-4.2.4 (B)

4.2.5 Achievement Motivation level of Secondary School Students as per Gender-Female

The frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution, 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 School Students as per Gender-Female Table-4.2.5 (A)


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 Motivation 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.5(B) Achievement Motivation level of Secondary School Students as per Gender-Female Table- 4.2.5 (B)Level No of students PercentageLow 8 5.3Average 122 81.3High 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 -SINGLEThe frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution, 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)


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 Motivation of Secondary school students is very high In above table we can see that 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.6( B)

Achievement Motivation level of Secondary School Students as per their parents working status SINGLE Table 4.2.6 ( B)Level No of students PercentageLow 41 16.7Average 182 74.4High 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 parents working status -BOTHThe frequency distribution was prepared with the ranking of responses of the Secondary students on the statements as per the scoring scheme. Described in paragraph 4.2.0 and by classifying the score obtained from it with frequency distribution, 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 BOTHTable-4.2.7 (A)Class Frequency112-123 6124-168 39169-181 10Total(N) 55Average Mean( x ) 148.05SD 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 Motivation of Secondary school students is very high In above table we can see that 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 classification the number of character obtain from each level and their percentage is shows in table 4.2.7 (B)

Achievement Motivation level of Secondary School Students as per their parents working status -BOTH Table 4.2.7(B)Level No of students PercentageLow 6 11Average 39 70.9High 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 InterpretationOnce the research data have been collected and the analysis has been made, the researcher can process to the stage of interpreting the results. The process of interpretation 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 limitations, 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 StudentsHo1: There is no significant difference between the mean scores of C.B.S.E and G.S.E.B Secondary School StudentsComparison of Mean Scores of Achievement Motivation of C.B.S.E and G.S.E.B Secondary School StudentsThe 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 below in Table 4.1

Board wise N, M, S.D, & t-Values of Achievement Motivation

Board N Mean(M) S.D. SED t- Value RemarksC.B.S.E 150

149.77 18.01 2.17 1.5 t

(3) http:// www.educationindia.com CHAPTER 5FINDINGS, SUGGESTIONS AND CONCLUSION5.1 Introduction5.2 Research Summary5.3 Finding of the study5.4 Discussion of Finding 5.5 Educational Implication 5.6 Suggestion.5.6.1 General Suggestions5.6.2. Direction for future Research5.7 Conclusion

CHAPTER 5FINDINGS, SUGGESTIONS AND CONCLUSION5.1 IntroductionThe 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 investigations hard work can be seen in this chapter of the work .The inferences open the future directions of the research and inspire to make attempts to solve problem of the study.The investigator has presented in this chapter the research summary, inferences, implication and suggestion on the basis of quantitative information of the previous chapter and also attempted to focus on future research.5.2 Research SummaryThe investigator, at first selected a problem suitable to the research. The problem statement of this problem was as under:-A Study of Achievement Motivation of Secondary School StudentsThe 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 students.4. To compare the Achievement Motivation of students with respect to these parents working status.The understated hypotheses were formed on the basis of these objectives.1. There is no significant difference between mean score of Achievement Motivations of G.S.E.B & C.B.S.E secondary school students.2. There is no significant difference between mean score of Achievement Motivations of Male with female of secondary school students.3. There is no significant difference between mean score of Achievement Motivations 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 schools. Table No-5.1

S. No Name of C.B.S.E School No of Students1. Rachana School (Shahibaug)

502. Lotus School (Satellite)

503. Kendriya Vidyalaya (Sabarmati)

50S. No Name of G.S.E.B School No of Students1. Sabarmati High School (Sabarmati) 502. N.R. High School (Low Garden) 50

3. Amrit Jyoti School(Ambawadi) 50Total 300

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 students are taken. Method of the studySurvey 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 students. As for their Gender Independent variable, parents working status Independent variable, Board C.B.S.E & G.S.E.B Independent variable, Achievement Motivation Independent variable and only English Medium school students control variable. Tools for collectionDEO-MOHAN Achievement Motivation scale (DMAMS) By Prof. Pratibha Deo & Dr. Asha Mohan was administrated to study the level of achievement motivation of school students Data Collection MethodThe 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 designer.5.3 Finding of the study5.3.1 Achievement Motivation of secondary school studentsIt was found that the majority of the students fall in the category of Average and high level of Achievement Motivation. Only 6th parts of total students were found 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 means students of C.B.S.E & G.S.E.B, do not differ significance in level of motivation.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 Motivation. 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 children, Meaning thereby, It makes no difference on the level of motivation of children 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 previous studies can be more understood. In the present study, Achievement Motivation of secondary school students the findings similarly related to it seen in the previous studies of Shanti Pramod(1996),Suman L.N. and Aanchal Umapath(1997) Prajapati Pankti (2005),In which seen the same no effect of gender role of Achievement Motivation of the student.

In the present study, highest Numbers of the students good Achievement Motivation of parents Profession .The similar types of finding can be seen in previous study 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 Achievement 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 Research 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 ImplicationsThe educational implications of this study are as under1. The open thinking will be useful in Achievement Motivation of students 2. The Achievement Motivation ability test will also be useful enrolling students in the schools. 3. This study will be helpful to the students in the development of reasoning and 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 their personal life. 5. The Achievement Motivation will be help full to maintain decoration in government offices in punctuality and discipline.

5.6 Suggestions In modern times, the students have always in confusion to select their career. What 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 Achievement there are certain requirements, and it is very difficult to say that what the persons achieve but up to some extent we can predict. This Achievement Motivation study is very important for future and for next generation to help and to find out the level of Achievement Motivation of the students. To increase the Achievement Motivation of their student the parents put efforts since from their students. 5.6.1 General Suggestions1. The students should take interest in their class in which they study then actual achievement motivation can be calculated.2 The study of Achievement Motivation changes according to environmental condition.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, parents occupation etc.5. With the help of Achievement Motivation we can study the personality of the human being.

5.6.2 Direction for future Research The field of education is vast new researches can be done with the adaptation one or other way. Following other research also can be undertaken with present study.1. To study Achievement Motivation intelligence with their students who have right. 2. To find the relation of need for Achievement and adjustment on creativity3. To study Achievement Motivation of Graduate and Non-Graduate mother has 08th and 09th grade children4. To study Achievement Motivation of the caste in relation with grade wise.5. To study Achievement Motivation in relation with caste, class, fathers occupation 5.7 ConclusionIn the present study a gentle and a humble attempt has been made to assess the Achievement Motivation in Secondary School students with the finding of the present study. The investigator has taken all possible precautions. Inspire of that there 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 Motivation. 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.page-340 4. Gyanoni. T.C. (1984). Frustration Reaction as Functions of Achievement Motivation and anxiety at different age levels. Unpublished PhD Thesis, Agra University.5. Ahluwalia, 1 (1985). A study of factors Affecting Achievement Motivation. Agra University. Research in Psychology of education Abstracts. page-3336. Raghava.G (1985). A study of Achievement Motivation Development in the pupils of Nineth standard with various Socio-Economic levels and studying the effects. Mys. U Research in Psychology of education- Abstracts Page-420

7. 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 Psychology of education-Abstracts page-398

8. Mishra, O.P. and Srivastava, S.K. (1988). Manual of castello Achievement Motivation Scale. Haridwar, Ambika Pustak Sadan

9. Desai, Haribhai. Gulabbhai & Desai, Krishankant Gopalji (1992). Research Methodology, 5th Edition. University of Library board. Ahmedabad, Gujarat.

10. Shah, Gunvanth (1993). Educational 3rd Year. University of Library board 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 grade 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 of the class & gender role. Young researchers were participated. Research paper published in Ahmedabad.14. Jansari, Ashwin (2006). Gujarati Adaptation of Achievement Motivation Inventory (AMI), Gujarati Journal of Psychology .Vol. 17 page-6-815. Dave, Usha J. (2009). A study of Achievement Motivation of 9th grade in relation with gender role, educational achievement, economical status, father occupation. Research paper unpublished.16. Desai, Daulatbhai, Dr. Ameeta Govind, Studies in Achievement Motivation (towards psychological education) page no 127.

WEBLOGRAPHY

1. http:// www.information word.com/2. http:// www.wekipedia.com/3. http:// www.educationindia.com/4. http:// www.motivation.com/5. http:// www.indiaeducation.com/ APPENDIX- AList of Research Co-operation.Mr.Tomba Singh Thokchom Lecture, R.H. Patel English Medium B.Ed College, Kadi Sarva Vishwavidyalaya Gandhinagar

Mr. Rajesh Sharma Lecture, R.H. Patel English Medium B.Ed College, Kadi Sarva Vishwavidyalaya Gandhinagar

Mr. Bharat Patel Lecture, R.H. Patel English Medium B.Ed College, Kadi Sarva Vishwavidyalaya Gandhinagar

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 BoardG.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)AndDr. Asha Mohan (Chandigarh )

Estd.1971 Phone (0562) 364926

NATIONAL PSYCHOLOGICAL CORPORATION4/230, 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 scale.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 opinion, best expresses your feelings about the statement. If you feel, the statements is true for you always, put a cross (x) under the column marked Always, if frequently, put a cross (x) under frequently, If sometimes, put a cross under sometimes and if rarely, put a cross under rarely and if never, put a cross under Never. In this way, you have to give your responses to all the statements. For your help, a sample item is given below:Sample itemIf 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 as a difficult subject/topic. If your response after reading this item is say Frequently 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 under 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 completing 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 advantage and for research purposes only. They will never be used for and disadvantage to you. So, please do not worry and try to be honest and frank in giving your responses.11. The results, if you so desire, can be used for giving you useful guidance, and we hope the results of this study should prove valuable in improving your achievement, academic or otherwise.12. Be sure to answer every item.

13. If you have any doubts or quarries, please seek clarification before you stats 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.50ITEMS

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 people 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 the syllabus.14. I prefer to go to a party rather than prepare for an examination next week.15. On getting low marks, I feel disappointed and determine to Work hard to do better next time16. I think I find my lessons meaningful and interesting.17. While studying, my mind wanders off the lesson and I get lost in imagination.18. I think it is better to gossip away in the canteen than to attend the classes.19. When the teacher is teaching, I like to read stories/novel/comics or make cartoons in the class.20. The school/ college haunt me and want to leave it at the very

first opportunity.21. It irritates me a lot if I have to stay late in the school/ college for some lectures.22. I want to go to college/ university because there is a plenty of opportunity 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 future life a success.25. I feel very much frustrated if I do not get a chance to compete in the field 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 marks 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 flattery.34. My friends consider me dull and shidcer.35. It is true that my teachers think of me as a sincere and hard working student.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 studies 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/committee. 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 represent my team in other states or countries48. 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 SCALEPROF. PRATIBHS DEO (PUNE.) & DR. ASHA MOHAN (CHANDIGARH)Name Class

School NameDate of birth Age Sex

Caste Religion

Father Education Mother Education

Father Occupation Mother Occupation

Address Annual income DATA SET

Parents working status Single SBoth B

Board G.S.E.B GC.B.S.E C

Gender Male MFemale F

ID SCORE PARENTS WORK STATUS BOARD GENDER1 129 S G M2 155 S G F3 104 S G M4 125 S G M5 129 S G M6 123 S G M7 154 S G M8 123 S G M9 140 S G M10 129 S G M11 148 S G F12 160 S G F13 170 B G M14 164 S G M15 97 S G M16 155 S G M17 158 S G M18 166 S G M19 163 S G F20 147 S G F21 158 B G F22 143 S G F23 156 S G F24 147 B G F25 144 S G F26 153 S G F27 158 S G F28 134 S G F29 126 S G M30 136 S G F31 119 S G F32 153 S G F33 120 S G M34 128 S G M35 117 S G M36 99 S G M37 152 S G M38 162 S G M39 116 S G M40 128 S G M41 94 S G F42 158 S G F43 148 S G F44 143 S G F45 106 S G M46 151 S G M47 117 S G M48 127 S G M

49 138 S G M50 98 S G F51 156 S G F52 165 B G F53 168 S G F54 140 S G F55 164 S G F56 161 S G F57 151 S G F58 168 S G F59 175 S G F60 174 S G F61 153 S G M62 167 S G M63 168 S G M64 168 S G M65 152 S G M66 158 S G M67 173 S G M68 163 S G M69 142 B G M70 147 S G M71 163 S G M72 165 S G M73 166 S G F74 146 S G M75 152 B G M76 148 B G M77 158 S G M78 149 S G M79 171 S G M80 164 S G M81 123 B G M82 163 S G M83 164 S G M84 153 S G M85 169 B G F86 154 S G M87 161 B G M88 147 B G F89 159 S G F90 173 B G F91 132 S G F92 161 S G F93 146 S G F94 151 B G F95 155 S G F96 169 S G F97 107 S G M98 166 S G F99 164 S G F100 136 S G F101 174 S G M102 114 S G M103 101 S G M104 138 S G F105 149 S G F106 135 S G F107 143 S G F108 143 S G F

109 158 S G F110 121 S G F111 161 S G M112 156 S G M113 161 S G M114 148 S G F115 169 S G M116 147 S G M117 172 S G F118 150 S G M119 164 S G F120 117 S G M121 154 S G M122 150 S G M123 117 S G M124 141 S G F125 115 S G M126 123 S G M127 161 S G M128 91 S G M129 160 S G F130 103 S G M131 155 S G M132 168 S G M133 157 S G M134 138 S G F135 156 S G M136 138 S G M137 154 S G F138 155 B G F139 153 B G M140 143 S G F141 142 B G M142 132 S G F143 139 S G M144 166 S G F145 164 B G F146 151 S G F147 170 S G F148 153 S G F149 149 S G M150 136 S G M151 157 S C M152 176 S C M153 154 S C F154 133 S C M155 162 S C F156 155 S C F157 159 S C F158 126 S C M159 124 S C M160 153 S C M161 168 S C F162 122 S C M163 134 S C M164 160 S C M165 161 S C M166 152 S C M167 163 S C M168 153 B C M

169 122 S C M170 160 S C M171 146 S C F172 163 B C F173 170 B C F174 149 S C F175 129 S C M176 119 B C M177 136 S C F178 121 S C M179 169 S C F180 167 S C F181 151 S C F182 171 S C F183 142 S C M184 123 B C M185 113 S C M186 142 S C F187 155 S C F188 139 S C F189 151 S C M190 132 S C M191 160 B C F192 140 S C M193 114 S C M194 161 B C F195 170 S C M196 160 S C M197 160 S C M198 145 S C F199 162 S C M200 164 S C M201 160 S C M202 159 B C F203 153 S C F204 161 S C M205 145 S C F206 152 S C F207 174 B C F208 176 S C M209 177 S C M210 178 B C M211 173 S C M212 158 S C M213 152 S C F214 172 S C F215 176 B C F216 144 S C F217 155 S C F218 163 S C F219 140 S C F220 171 S C F221 154 S C F222 152 S C F223 163 S C F224 163 S C F225 181 B C F226 161 B C F227 156 S C F228 166 S C F

229 174 B C M230 147 S C M231 168 B C F232 168 S C F233 157 S C M234 141 S C F235 166 S C F236 147 S C M237 162 S C F238 144 S C F239 166 S C F240 154 S C F241 149 S C M242 153 S C F243 171 B C F244 144 S C F245 160 B C F246 136 B C F247 156 B C F248 128 S C F249 148 S C M250 114 S C M251 125 S C M252 164 S C F253 138 B C F254 164 S C M255 166 S C M256 156 S C M257 138 B C F258 115 B C F259 154 S C F260 128 S C F261 149 B C F262 153 S C F263 121 B C M264 153 B C F265 120 S C F266 115 S C F267 128 B C F268 130 B C F269 112 B C M270 148 S C M271 130 S C M272 137 B C F273 153 B C F274 165 S C F275 169 S C F276 144 S C F277 184 S C F278 156 B C F279 133 S C M280 113 S C M281 119 S C M282 132 S C F283 140 B C M284 92 S C M285 163 S C M286 143 B C M287 159 B C M288 160 B C M

289 164 S C M290 129 S C M291 148 S C M292 152 B C F293 122 S C M294 122 S C F295 136 B C F296 136 B C F297 154 S C M298 154 S C M299 176 S C F300 176 S C F

GENDER BASE MEAN N MEAN SD SED t-TESTFOR FEMALE 150 148.11 18.88 2.1754 0.1155FOR MALE 150 147.86 18.80 PARENTS WORKING STSTUS N MEAN SD SED t-TESTBOTH 55 148.37 18.78 2.8046 0.1227SINGLE 245 148.05 18.88BOARD BASE N MEAN SD SED t-TESTC.B.S.E 150 149.77 18.01 2.1749 1.5164G.S.E.B 150 146.47 19.62

A Study of Achievement Motivation of Secondary School Students

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