A STUDY HOME ENVIRONMENT OF SECONDARY SCHOOL STUDENTS By Dr. M. Chandramma

Abstract

Main is a social animal. All men were alike with respect to their biological needs. A person’s environment is a vital part of his psychological adjustment. Differences are created by social environment in which the needs are fulfilled. Adjustment’s learned through environment. The behavior of a person is the result of experience the has passed through. No other social institution enters the child’s life until after the first few formative year at home. Parents become the most potent forces in shaping the adjustments of the child. Children’s need warm, supporting relationship to build good personality. Most of the parent’s are a busy increasing their income, to live up to the new living standards parents are paying more attention to physical needs of the children, completely neglecting their emotional needs.

HOME ENVIROMENT

“A measure of the quality and quantity of social, emotional and cognitive support that been available to the child with in the home’ is called as home environment. Studies have shown that the home environment affects the academic achievement in children. Many people are raising children and looking to other for answers, whether it is day care centers, schools, evangelists, counselors, or the government, shifting the blame for children’s problems and decreasing parental responsibilities are becoming a societal norm,

Hone itself is a complex unit. The assessment of its psychosocial environment is no an easy matter. This is due to complexity of the phenomenon. Under and methodological difficulties with in each approaches that can be taken and the conceptual and methodological difficulties with in each approach one of the major aims of the education is the development of whole some personality. The student’s life is influenced by the home, school, teachers and fee group. Home is the primary agency to develop is responsibility to fulfill the requirements and emotional needs of the children.

REVIEW OF RELATED LITERATURE

Harris &Gibbon (1996) State communication is a vital component for school success. Parents who prepare their children talk about setbacks, possible stressors and copying skills.

Hines, (19970 Methods and results of an empirical study show divorce is the most common but only one way a traditional  family might  develop into a but separations and divorces remain very. Half of all marriage are expected to end in divorce. A more representative statistic might be, approximately 64% of the marriages will be disrupted.

Jameson (1997) specifies the important of  a quiet time and place for home work, there was also a discussion on the negative impact of television. But the positive impact of praise.

Watkins (1997) theorized that parent’s involvement has made an various types of involvement including home instruction, volunteering in the classroom and participation in school governance. His comments on achievement goal theory were particularly interesting. Achievement goal theory looks aat how children view the reasons for learning and the purpose of education. A child having a mastery goal orientation focuses on learning more than performing, bad a child having performance goal orientation is concerned more with the evaluation they receive than acquisition of skills. Students with a mystery goal seem to have more persistence and a higher intrinsic motivation. On the other hand, performance goal students appear to have greater difficulty with deep information processing. There were separate scales used in this study for mastery orientation and performance orientation. Some questions asked about encouraging hard work talking about what’s going on in school and reading children many authors.

Wallis (1998) even thought suggests that you cannot purchase a child’s success or wishers it into existences, poverty affects a child’s academic success in many times.

Wallis (1998) wrote a parent’s guide on the importance of encouraging, of encouraging, praising and involvement.

Mehralian (2007) studies that temperament at home, every day work, emotional conditions, dominance life are shows negative impact on pupils achievement.

Hofferth & Sandberg (2007) Wallis & Cole (2007) discuss factors in a home environment that provide children with education tools needed to achieve academic success.

Hofferth & Sandiberg (2077) did a study on how American children spend their time. The authors were careful not to try and determine causality, but rather examine some activities significantly associated with achievement. This article has shown that the amount of time spent at home eating, sleeping and reading is linked to children’s achievement and behavior. Other activities thought to affect academic success were: household work, house hold conversations, group leisure activities and family meals.

Rajasekhar, P. (2008) inferred that management, father’s education and mother’s education have significant influence on the home environment of 9th class students.(N=240)

Suresh babu, A. (208) inferred that caste and parents have significant influence on the home environment of 9th class students (N=240)

Venkatesu, S. (2008) inferred that caste and parents have significant influence on the home environment of 9th class students (N=240.

Latha, C. (2009) inferred that sex, management, economic status of the family, size of the family, caste, parents education, parents occupation and academic achievement have significant influence on the home environment of 10th class students. (N=240)

Maheswar, B. (2009) inferred that sex has significant influence on the home environment of 8th class students  in social studies. (N=240

Pavana Kumar, V. (2009) inferred that sex, locality, income community have significant influence on the home environment of 8th class students. (N=240)

Madhavi (2010) investigated that sex, locality religion, father occupation, mother education, academic achievement and residence have significant influence on the home environment of 9th class students.

OBJECTIVE OF THE STUDY

  • To study the influence of management an the home averment of 10th class students.
  • To study the influence of locality on the home environment of 10th Class students.

HYPOTHESIS OF STUDY

  • There would be no significant influence of management on the home environment of 10th class students.
  • There would be no significant influence of locality on the home environment of 10th class students.

TOOL USED FOR THE STUDY:

In attitude scale specially designed and administered for the study was used to collect the data for the present investigation. The attitude scale is adopted from Suresh Babu, A., (2008). To measure the impact of environment and academic achievement of 10th class students, investigator used the three points scale comparing of 64 items. The reliability co-efficient calculated by test – retest  method is o.89 and validity is 0.921.

 

SAMPLE SETECTED

The sample for the investigation consisted of 10th class female students in Chittoor District. The stratified random sampling was applied in three stages. The first stage is locality i.e., rural and urban (150+150), the second stage is management i.e., Government, Private and Aided Schools (100+100+100)  (300). I1t is a 2×3×2 factorial design with 300 sample subjects.

STATISTICAL ANALYSIS

The mean scores and standard deviation of each category of data were found-out then T-test. F-test employed to test the hypothesis at0.01.0.05 level of significance.

RESULTS AND DISCUSSION

Management

The relationship of home environment of 10th female students with their management is studied in the present investigation. On the basis of management, the 10th class students are divided into three groups. The Government school students form with the Group-I, Group-II forms with the Private school students and Group-III forms with the Aided students. The corresponding home environment of 10th class students of the three groups were analyzed accordingly. The mean values of home environment of 10th class female students for the three groups were tested for significance by employing ‘F’-test. The following hypothesis is framed.

Hypothesis-1

There would be no significant impact of ‘Management’ on the home environment 10th class students.

The above hypothesis is tested by employing ‘F’- test. The results are presented in Talble-1

Table 1: Influence of Management on the home environment of  10th class students

S.No Management N Mean S.D ‘F’ – test
1 Government 100 134.83 7.90  
2 Private 100 129.96 9364 7.54**
3 Aided 100 130.64 11.03  

** indicates significant significant at 0.01 levels.

Locality

The relationship of home environment of 10th class students with their locality is studied in the present investigation. On the basis of locality the 10th class female students are divided into two groups. The rural students form with a Group-I. Group-II forms with the urban students and Group-III forms with the Aided students. The corresponding home environment of 10th class females students of the two groups were analyzed accordingly. The mean values of home environment of 10th class female students for the two groups were tested for significance by employing ‘t’  -test. The following hypothesis is framed.

Hypothiesis-2

There would be no significant impact of ‘locality’ on the home environment of 10th class students.

The above hypothesis is tested by employing ‘t’ – test. The results are presented in Table-2

 

Table 2: Influence of locality on the home environment of 10th class female students

S. No Management N Mean S.D. ‘F’ – test
1 Rura 150 133.15 9379  
2 Urban 150 129.7 9.55 2.909**

** indicates significant at 0.01 levels.0

CONCLUSIONS

  1. Manegement has significant influence on the home environment of 10th class student
  2. Locality has significant influence on the home environment of 10th class student.

EDUCATION IMPLICATIONS

The findings of the present research have raised some important questions related to the educational needs of the students with, special reference to their home environment.

  1. Management is the highly influenced in the home environment of 10th class students. Government students have positive home environment scores than the Aided students. The administrators to provided facilities for Aided schools.
  2. Locality is the highly influenced in the home environment of 10th class students. Urban students have positive home environment scores that the rural students. The administration to provide facilities for rural students.

REFERENCES

Johansson and medinnus: (1994). Child Psycology: Behavior and development John Wiley and sons (New York).

Keane, J.S. (1983). A study of relationship of perception of family environment locus of control and quality of inter personal relationships of the psychological well-being of children of alcoholics. Hailer, A.A (198) A comparison of perceived Dissertation Abstract International, 43,3848-a.

Keane, J.S. (1983). A study of relationship of perception of family environment, locus of control and quality of inter personal relationship of the psychological well-being of children of alcoholics. Hailer, A.A (1981) A comparison of perceived parental behavior in emotionally disturbed children with that of normal children Dissertation Abstract international,43,3848-A.

Madhavi (2010), “Impact of home environment on an achievement of 9th class students in social students in chittoor district”, M.ed. Dissertation. S.V. University, Tirupati.

Mallika (2011): “impact of home environment of 8th class students in social studies.

Manjuvani E, (1989) if influence of Home and Schoool Environment on mental status of children unpublished doctor thesis submitted to PMVV.(Tirupati).

Misra.K.S. (1986) “Effect of Home and school Environment of Scientific creativity” Academy press. Allahabad.

Pavan Kumar. V. (2009), “The impact of home environment on academic achievement among 8th class students in Kadapa District”.

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Asst. Professor, Sree  Rama College of Education, Tirupati