PREDICTORS OF ACADEMIC PERFORMANCE OF URDU AND ENGLISH MEDIUM ADOLESCENTS By Mohd. Moshahid[1] and Sajid Jamal[2]

 

Abstract

Academic performance is a multidimensional construct in which there are several intervening variables, which have been studied under several approaches. The factors which influence the learning or the academic performance of the students include intelligence, adjustment, socio-economic status, study habits and medium of instruction along with several other factors. In the present study the investigators have undertaken an empirical study to explore the academic performance of Urdu and English medium adolescents in relation to intelligence, adjustment, socio-economic status and study habits, as this kind of comparison is very rare and expected to yield interesting result. A sample of 684 students (336 Urdu Medium and 348 English Medium) from class X has been taken from Hyderabad district by stratified random sampling technique. Intelligence Test- Culture Fair (Scale 2, Form A) by Cattell, and Cattell, Adjustment Inventory for School Students (AISS) by Sinha and Singh, Socio-Economic Status Scale (SESS) (Form A, Urban) by Srivastava, Test of Study Habits & Attitudes (TSHA) by Mathur and Academic Performance Scores (% of annual examination marks (Class IX) taken from the school records) have been used to collect the data. By applying regression analysis, the study revealed: i) Study habits, adjustment, SES and intelligence are found to be significant predictors of academic performance for the Urdu medium sample and have the predictability strength of 43.6%; ii) For the Urdu medium sample, the maximum predictable variance is shared by study habits (34.8%) followed by adjustment (5.7%), SES (1.9%) and intelligence (1.2%); iii) Adjustment, intelligence, study habits and SES are found to be significant predictors of academic performance for the English medium sample and have the predictability strength of 59.6%; iv) For the English medium sample, the maximum predictable variance is shared by adjustment (27.0%), followed by intelligence (16.1%), study habits (10.1%) and SES (6.4%); v) All the four predictors are found to be common significant predictors of both the groups. Study habits are found to be playing more important role for the Urdu medium sample whereas adjustment and intelligence play more important role for the English medium counterparts.

[1] Assistant Professor, Department of Education & Training, MANUU, Hyderabad, A.P.

[2] Associate Professor, MANUU, College of Teacher Education, Bhopal, M.P.

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