ISSN : 2394-2975 (Online) International Journal of Advanced Research ISSN : 2394-6814 (Print) Vol. 5, Issue 1 (Jan. - Mar. 2018) in Education & Technology (IJARET) A Study of Relationship Between Academic Achievement and School Adjustment of Students of Coastal and Non-Coastal Secondary Schools IAmrita P. Madiwal, IIDR. A.V. Bamagond IResearch Scholar, School of Education, Rani Channamma University, Belagavi, , . IIAssistant Professor, BLDEA’s JSS College of Education, P.G. Department of Studies in Education, Vijayapura, Karnataka, India.

Abstract The purpose of the study is to study the Relationship between Academic Achievement and School Adjustment of Students of Coastal and Non-coastal Secondary Schools. Sample of 1200 secondary school students were selected using random sampling technique, in which 600 students from coastal region and 600 students from non-coastal region of Karnataka state for the purpose of collection of data. From the findings it is concluded that, The academic achievement and school adjustment, emotional adjustment, social adjustment, educational adjustment of students of costal and non-coastal secondary schools are dependent on each other.

Key words Academic Achievement, school adjustment

Introduction Gates and Jersild (1948) Karnataka can be broadly divided into 4 divisions, viz. (1) Northern Karnataka, (2) Southern Karnataka, (3) Central Karnataka, and Concept of Adjustment (4) Coastal Karnataka. Coastal Karnataka, which is the focus The concept of adjustment means adaption to physical environment of the present study comprises of three districts (1) Dakshina as well as to social demands. No human being can live apart from (South Canara), (2) and (3) Uttara Kananda (North his physical environment, there is action and reaction chain going Canara) on between the individual and his environment. Then there are The Kanara (also known as Canara, and Coastal social pressures and demands of socialization. To these may be Karnataka) region of Karnataka, comprises three coastal districts, added the individual’s personal demand such as the satisfaction namely and Udupi district (South Canara) and of physiological needs. All this compiled functioning of the (North Canara). Kanara forms the southern part person’s demands adjustment. The process of adjustment becomes of the Konkan coast. still more complicated when his interaction. One situation may give rise to pleasure while the other may give rise to pain. The Academic Achievement resulting tension may cause disturbance in his psyche, produce Academic achievement means knowledge attained and skill uncomfortable physical symptoms or may even lead to abnormal developed in the school subjects usually designed by teachers, behavior. by test scores or by marks by the teachers or by both achievement can be measured with help of test verbal or written of different Objectives of the Study kinds since academic achievement in the criteria for selection 1. To study the relationship between academic achievement and promotion or recognition in various walks of life the importance school adjustment and its dimensions scores (i.e. emotional of academic achievement cannot be ignored there are several adjustment, social adjustment and educational adjustment) factors that influence the academic achievement of an individual of students of costal secondary schools like personality intellectual ability mental health and environment 2. To study the relationship between academic achievement and etc school adjustment and its dimensions scores (i.e. emotional adjustment, social adjustment and educational adjustment) School Adjustment of students of non-coastal secondary schools School adjustment is the process of adapting to the role of being a student and to various aspects of the school environment. Failure Hypotheses to adjust can lead to mental health issues and school refusal or 1. There is no significant relationship between academic school dropout and may require school counseling. achievement and school adjustment and its dimensions scores Students face many adjustments in school. From year to year, (i.e. emotional adjustment, social adjustment and educational there are changes in teachers, classrooms, school and class rules adjustment) of students of costal secondary schools and procedures, performance expectations, difficulty of the work, 2. There is no significant relationship between academic and peers. Their successes in negotiating these challenges predict achievement and school adjustment and its dimensions scores school success. (i.e. emotional adjustment, social adjustment and educational Adjustment is the process of finding and adopting modes of adjustment) of students of non-coastal secondary schools behavior suitable to the environment or the changes in the Methodology: The study adopts normative survey method for environment. Carter V. Good (1989) Adjustment is continual investigation process in which a person varies his behavior to produce a more Sample: Sample of 1200 secondary school students were selected harmonic relationship between himself and his environment. - using random sampling technique, in which 600 students from

www.ijaret.com 13 © IJARET All Rights Reserved International Journal of Advanced Research ISSN : 2394-2975 (Online) in Education & Technology (IJARET) Vol. 5, Issue 1 (Jan. - Mar. 2018) ISSN : 2394-6814 (Print) coastal region and 600 students from non-coastal region of between academic achievement and dimension of school Karnataka state for the purpose of collection of data. adjustment i.e. educational adjustment scores of students of costal secondary schools (r=0.7041, p<0.05) at 5% level Tools of significance. Hence, the null hypothesis is rejected and 1. School Adjustment Inventory– by A.K.P Sharma and R.P. alternative hypothesis is accepted. It means that, the academic Singh achievement and educational adjustment scores of students of 2. Academic Achievement Test (constructed by the coastal secondary schools are dependent on each other. investigator). Hypothesis: There is no significant relationship between academic Statistical Techniques: Correlation analysis was applied achievement and school adjustment and its dimensions scores (i.e. emotional adjustment, social adjustment and educational Analysis and Interpretation adjustment) of students of non-costal secondary schools Hypothesis: There is no significant relationship between academic To achieve this hypothesis, the Karl Pearson’s correlation achievement and school adjustment and its dimensions scores coefficient technique has been applied and the results are presented (i.e. emotional adjustment, social adjustment and educational in the following table. adjustment) of students of coastal secondary schools To achieve this hypothesis, the Karl Pearson’s correlation Table 2: Results of correlation coefficient between academic coefficient technique has been applied and the results are presented achievement and school adjustment and its dimensions scores of in the following table. students of non-costal secondary schools Variables Correlation coefficient between Table 1: Results of correlation coefficient between academic academic achievement scores of achievement and school adjustment and its dimensions scores of students of non-coastal secondary students of coastal secondary schools schools Variables Correlation coefficient between r-value t-value p-value academic achievement scores of School adjustment 0.6730 22.2524 0.0001* students of costal secondary schools r-value t-value p-value Emotional 0.6328 19.9853 0.0001* adjustment School adjustment 0.7401 26.9085 0.0001* Social adjustment 0.5773 17.2902 0.0001* Emotional 0.6838 22.9174 0.0001* Educational 0.6435 20.5595 0.0001* adjustment adjustment Social adjustment 0.6129 18.9698 0.0001* Educational 0.7041 24.2482 0.0001* *p<0.05 adjustment The results of the above table clearly indicated that, • A positive and significant correlation was observed between *p<0.05 academic achievement and school adjustment scores of The results of the above table clearly indicated that, students of non-costal secondary schools (r=0.6730, p<0.05) • A positive and significant correlation was observed between at 5% level of significance. Hence, the null hypothesis is academic achievement and school adjustment scores of rejected and alternative hypothesis is accepted. It means students of costal secondary schools (r=0.7401, p<0.05) that, the academic achievement and school adjustment scores at 5% level of significance. Hence, the null hypothesis is of students of non-coastal secondary schools are dependent rejected and alternative hypothesis is accepted. It means on each other. that, the academic achievement and school adjustment scores • A positive and significant correlation was observed between of students of coastal secondary schools are dependent on academic achievement and dimension of school adjustment each other. i.e. emotional adjustment scores of students of non-costal • A positive and significant correlation was observed between secondary schools (r=0.6328, p<0.05) at 5% level of academic achievement and dimension of school adjustment i.e. significance. Hence, the null hypothesis is rejected and emotional adjustment scores of students of costal secondary alternative hypothesis is accepted. It means that, the academic schools (r=0.6838, p<0.05) at 5% level of significance. Hence, achievement and emotional adjustment scores of students of the null hypothesis is rejected and alternative hypothesis non-costal secondary schools are dependent on each other. is accepted. It means that, the academic achievement and • A positive and significant correlation was observed between emotional adjustment scores of students of coastal secondary academic achievement and dimension of school adjustment i.e. schools are dependent on each other. social adjustment scores of students of non-costal secondary • A positive and significant correlation was observed between schools (r=0.5773, p<0.05) at 5% level of significance. Hence, academic achievement and dimension of school adjustment the null hypothesis is rejected and alternative hypothesis is i.e. social adjustment scores of students of costal secondary accepted. It means that, the academic achievement and social schools (r=0.6129, p<0.05) at 5% level of significance. Hence, adjustment scores of students of non-costal secondary schools the null hypothesis is rejected and alternative hypothesis is are dependent on each other. accepted. It means that, the academic achievement and social • A positive and significant correlation was observed between adjustment scores of students of costal secondary schools are academic achievement and dimension of school adjustment dependent on each other. i.e. educational adjustment scores of students of non- • A positive and significant correlation was observed costal secondary schools (r=0.6435, p<0.05) at 5% level

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of significance. Hence, the null hypothesis is rejected and References alternative hypothesis is accepted. It means that, the academic [1] Edvin B (2011) Upper Secondary School Students’ Perceptions achievement and educational adjustment scores of students of Teacher Socialization Practices and Reports of School of non-coastal secondary schools are dependent on each Adjustment. School Psychology International August 16. other. [2] Garrett, H.E. (1971) Statistics in Psychology and Education. Bombay: Vakils Fefer and Simons, Ltd. Findings [3] Jyoti, A. D. and other (2000). The Relationship Between • The academic achievement and school adjustment scores Scholastic Achievement and Academic Adjustment of Junior of students of costal secondary schools are dependent on International Students. Journal of Psychological Researches, each other. 44(2), • The academic achievement and emotional adjustment scores [4] Nettles S. M. (2008) School Adjustment in the Early Grades: of students of costal secondary schools are dependent on Toward an Integrated Model of Neighborhood, Parental, and each other. Child Processes. Review of Educational Research, 78),(1),( • The academic achievement and social adjustment scores of Pp. 3-32. students of costal secondary schools are dependent on each other. • The academic achievement and educational adjustment scores of students of costal secondary schools are dependent on each other. • The academic achievement and school adjustment scores of students of non-costal secondary schools are dependent on each other. • The academic achievement and emotional adjustment scores of students of non-costal secondary schools are dependent on each other. • The academic achievement and social adjustment scores of students of non-costal secondary schools are dependent on each other. • The academic achievement and educational adjustment scores of students of non-costal secondary schools are dependent on each other.

Discussion and Conclusion: In this study, the researcher aimed to Study the Relationship between Academic Achievement and School Adjustment of Students of Costal and Non-costal Secondary Schools. From the analysis report, it is concluded that, The academic achievement and school adjustment, emotional adjustment, social adjustment, educational adjustment of students of costal and non-costal secondary schools are dependent on each other.

Educational Implications 1. In a classroom atmosphere the teacher can encourage the students. It will increase the adjustment in turn it improves the Academic Achievement level of the students. 2. Yoga and meditation can be a part of our day to day activities to be included in the school curriculum which can improve the adjustment of the students. 3. A technique of group discussion and other curricular activities can be organized in the classroom activities. It will increase the adjustment of the students. 4. The good relationship between the teacher and the student will enhance the adjustment of the students. 5. Various programmes like National Cadet Corps, National Service Scheme and some other cultural activities will help the students to improve their adjustment level. 6. Field trips and educational tours can be arranged by the teachers once in month or whenever time permits. This experience will correlate with the lessons. Hence the students can get a direct and purposeful experience and it will increase the adjustment level of the students.

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