Effect of School Environmental Study Habits on the Academic Achievements of SC Students

Authors

  • Hema  Research Scholar, Kalinga University, Naya Raipur, Chhattisgarh, India
  • Dr. Ram Prakash Saini  Professor, Kalinga University, Naya Raipur, Chhattisgarh, India
  • Dr.Harsha Patil  Associate Professor, Kalinga University, Raipur, Chhattisgarh, India

Keywords:

Abstract

Man is always immersed in a social environment which not only changes the structure of the individual or forces him to recognize facts but also provides him with a readymade system of signs. This imposes a series of obligations on him. The two environments home and school share an influential place in a child's life and a unique association exists between the two. Tucker & Bernstein, 1979. According to Sagar and Kaplan 1972, the family is by its very nature the socio-biological unit that exerts the greatest influence on the development and continuity of an individual's behaviour. After family, school is the most important experience in the process of child development. When the child enters the school arena, he is presented with new opportunities in terms of socialization and cognitive development. These opportunities are provided in different ways in different schools and can have a direct impact on the cognitive and affective behavior of students. The nature of this effect can be understood if we devote our research energy to finding out the environmental variables that are most effective in promoting the optimal development of each child's abilities.

References

  1. After reading the findings and discussion, the following conclusions are drawn. These findings can be judged by the sample and equipment used by the investigator.
  2. In the case of the school environment dimensions, there was a significant difference in the mean of the creative arousal dimension of the low and high achievers. In the remaining dimensions, there was no significant difference in the mean of the cognitive incentive, acceptance, rejection, control and permissiveness dimensions of low and high achievers.
  3. bibliography
  4. Aruna, P.K. (2004). Science and process results in a classroom environment. International Teachers, 16,1, 14-16.
  5. Bindu, K.E. (1997). A study of the creativity of over-achievers and under-achievers in the social sciences of secondary schools. Unpublished M.Ed Dissertation. Sri Shankaracharya Sanskrit University, Kalady.
  6. Cox, DC (1983). The impact of effective science curricula on classroom type, grade level, years without science instruction, and performance level for selected high school science process skills competencies. Essay Abstract International, 2621a, 43.
  7. Ramar, and A. Kusuma. Slow learners, their psychology and instruction. Discovery Publishing House, New Delhi.
  8. Reddy, GL, and Ramar, R. (1997). Effectiveness of a multi-media based modular approach in teaching English slow learners. In. GL Reddy, R Ramar, and A Kusuma. Slow learners, their psychology and instruction. Discovery Publishing House, New Delhi.

International Journal of Scientific Research in Science and Technology

Downloads

Published

2021-08-30

Issue

Volume 8, Issue 4, July-August-2021

Section

Research Articles

License

Copyright (c) IJSRST

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

[1]
Hema, Dr. Ram Prakash Saini, Dr.Harsha Patil "Effect of School Environmental Study Habits on the Academic Achievements of SC Students" International Journal of Scientific Research in Science and Technology(IJSRST), Online ISSN : 2395-602X, Print ISSN : 2395-6011,Volume 8, Issue 4, pp.479-482, July-August-2021.